Implications for Further StudyI believe this work has implications for both theresearch and practice communities. For researchers, Isuggest that this kind of study must be replicated againand again. We need to know much more about thepractice of successful teachers for African Americanand other students who have been poorly served by ourschools. We need to have an opportunity to explorealternate research paradigms that include the voices ofparents and communities in non-exploitative ways.11For practitioners, this research reinforces the factthat the place to find out about classroom practices isthe naturalistic setting of the classroom and from thelived experiences of teachers. Teachers need not shyaway from conducting their own research about theirpractice (Zeichner & Tabachnick, 1991). Their uniqueperspectives and personal investment in good practicemust not be overlooked. For both groups-researchersand practitioners alike-this work is designed tochallenge us to reconsider what we mean by "good"teaching, to look for it in some unlikely places, and tochallenge those who suggest it cannot be madeavailable to all children.
This section argues that more research is needed to understand effective teaching for historically underserved students, especially studies that include the voices of families and communities. It also encourages teachers to study their own practice, valuing their lived experiences. Overall, it challenges both researchers and educators to rethink what “good teaching” means and to ensure it is accessible to all students.