<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kort, Melissa S</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Classroom Research and Composition classes</style></title><secondary-title><style face="normal" font="default" size="100%">Teaching English in the Two-Year College</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1991</style></year><pub-dates><date><style  face="normal" font="default" size="100%">05/1991</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&amp;_&amp;ERICExtSearch_SearchValue_0=EJ428275&amp;ERICExtSearch_SearchType_0=no&amp;accno=EJ428275</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><abstract><style face="normal" font="default" size="100%">Asserts that learner-centered classroom research helps community college instructors discover how and how well students learn. Argues that teacher-initiated research projects promote collaboration in classrooms and across the campus, enhance faculty understanding of the learning process, and encourage teachers to try new methods.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><section><style face="normal" font="default" size="100%">98-102</style></section></record></records></xml>