This three-volume set traces the evolution of classroom research as it connects to curriculum, pedagogy, and professional practice in schools. It includes an original introduction by the editors that makes the argument for the selection of each piece and shows where each sits in the field. The first volume traces the focus for classroom research from curriculum development in the 1970s and 1980s to professional development and learning and teaching in the 1990s to the present day. The second volume takes up major methodological issues by drawing on critiques of action inquiry while also seeking to further illuminate matters in relation to the construction of professional knowledge and professional agency. The third volume draws on major research projects focusing on classrooms from the 1970s to the present day.