It has been mentioned elsewhere (J. Chem. Educ, 21, 336, (1944)) that some older chemical literature is occasionally found to be pertinent to current research on problems which in earlier years commanded only academic interest and therefore deserves re-examination in a new light. This is especially true with regard to the Russian scientific literature, which was never very completely reported outside of Russia.Two groups of chemists enrolled in classes in Russian for scientists were recently given an assignment to acquaint themselves with the contents of the group of notes on naphthenes published in the Journal of the Russian Physico-Chemical Society listed below and to determine to what extent they were reported in Chernisches Zentralblatt, Chemical Abstracts, and the abstracts in the Journal of the Chemical Society. The articles in

By crafting a dramatic script about struggling high school readers that I then shared with real students in my Reading classes, I applied Arts-based education research (ABER) methods. Through the writing, presentation, collection, and reflection on student feedback, as well as during the script rewriting process, I was allowed to engage in a unique and motivating research experience. This approach allowed me to attend to three challenges with my Dissertation in Practice (DiP). First, instead of being part of this big, scary, abstract world called ‘research’, it allowed me to demonstrate inquiry though a means that I was more familiar and confident with—writing and theatre. My confidence working in these areas allowed me to initiate and remain engaged throughout the dissertation work. Second, it allowed me to take on a problem in my practice—the skepticism of many high school students in Reading classes about being in those classes. This helped me better understand my students, and thus inform and guide in the identification of best practices. Third, it positioned me to work with colleagues and administrators in my building and across our school district to rethink how we offer reading support to the heterogeneous cross-section of students who currently are being identified as needing such support. This account summarizes my DiP and, I hope, positions other classroom teachers who double as EdD students to imagine new and effective ways forward as they engage with problems of practice.