This journal offers a place for sharing reports of action research, in which teachers at all levels, K to Postgraduate, are making changes and observing their effects. It also provides space for discussion of other ways in which educational practitioners, alone or in collaboration, are using inquiry as a tool to learn more about their work with the hope eventually of improving its effectiveness. We do not envisage a journal in which the contributions will necessarily be reports on studies that have already been completed; there is much to be said for reports of work in progress that can open up areas of discussion and interchange of experiences and ideas that will benefit all involved. We plan to have four sections in each issue of the journal. When submitting a contribution, please indicate the section for which your submission is intended. full-length articles (normally 2,000-3,500 words). These will typically report a completed investigation, offer a critical review of a number of investigations with a common theme or topic. shorter articles and notes (about 300-750 words). These might describe work in progress, raise issues arising from such work, or discuss general issues related to methodologies, ethics, collaboration, etc. book reviews (about 750-1000 words). These will typically provide a sense of the main arguments and presentation style of the author. In addition, reviews will take the perspective of a critical friend in terms of the author's assumptions, arguments and evidence, drawing, where possible, on other work on the same topic or issue. a calendar of teacher-research events. These notices will keep teacher-researchers informed of upcoming events. Contributions to be considered for publication in the journal may be submitted in any of the following forms: email message to: networks-j@oise.utoronto.ca; url address at which the text may be read; hard copy manuscript, with or without accompanying disk. The format for the final accepted version will be arranged with the Managing Editor. All contributions should be submitted to: The Managing Editor , NETWORKS Department of Education, University of California, Santa Cruz, 1156 High St,. Santa Cruz, CA 95064 U.S.A. Email: gwells@cats.ucsc.edu On receipt, contributions will be sent to the appropriate section editor for consideration. All submissions except those intended for the calendar of events will be reviewed by a panel of three reviewers, of whom at least two will be practitioner researchers. CRITERIA FOR ACCEPTANCE OF ARTICLES The journal does not demand that submitted articles be in any particular format or genre and encourages contributors to experiment with new forms appropriate to their topic and purpose. At the same time, articles should, where relevant, meet the following criteria: address an issue of significance to other teachers and teacher researchers; provide information about methods of collection and analysis of evidence that will be useful to other teacher researchers; provide adequate information about the institutional/educational context, bearing in mind an international readership; present a clear and coherent account, with appropriate warrant for the conclusions reached; comment on the implications and issues arising from the research in a way that can potentially contribute to an ongoing debate; appropriately take account of and acknowledge the work of other writers; be written in an interesting, reader-friendly style. If you would like to discuss a potential contribution prior to formally submitting it, please contact the appropriate section editor ( details below). SECTION EDITORS Full length articles: Catherine Compton Lilly Carlychris@aol.com   or Phillip White phillip.white@cudenver.edu   Short Articles Notes:   Debra Goodman goodma15@pilot.msu.edu   Book Reviews:   Angel Lin ENANGEL@cityu.edu.hk   Teacher-Research Events:   Mary Hookey maryh@faculty.unipissing.ca