Practitioner Teacher Inquiry and Research  by Carolyn Babione prepares classroom teachers (preschool to 12th grade) to not only conduct research in their classroom settings but to also understand the historical background for this concept and the need today for research generated from classroom settings, designed and developed by classroom teachers. The book successfully guides and encourages teachers to fully understand the importance of their involvement in studying and researching in classroom settings. This book responds to a demonstrated and growing need for teachers to have a clearer understanding of how their beliefs and teaching practices impact classroom learning. National teacher education accreditation, NCATE, devotes a full standard to field experiences and clinical practice and The Clinical Preparation of Teachers: A Policy Brief, more recently proposed an extended 1-year teacher preparation in P-12 school sites (AACTE, 2010). Teacher education programs have responded and require teacher candidates to spend more time in school settings, field testing educational theories and practices and reflecting on their abilities to impact student learning. The practitioner teacher inquiry research concept aligns philosophically to the movement to improve teaching and is increasingly utilized in teacher training programs.