Compare and contrast language classroom research, teacher research, and action research.

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Language Classroom Research refers to the observation and/or measurement of performance by both teachers and students within the classroom setting, with the classroom itself being the subject of observation; Teacher Research refers to the development and empowerment of educators in the classroom, with the teaching style being the subject of observation; Action Research refers to the collection and interpretation of data, usually collected in a repeated cycle of procedures, with identifiable problems and potential solutions being the subject of observation.

All three forms of research have their pros and cons when it comes to improving education, and sometimes all three must be utilized for any real progress to be made. Comparing and contrasting all three forms could fill books, but for simplicity's sake, let's just say that Action Research aids in directly addressing current issues existing within the classroom, while Language Classroom Research (LCR) doesn't necessarily strive to address issues so much as it strives to identify them through recorded observation, and Teacher Research focuses solely on the educator's impact on the classroom, not on the setting or other contributing factors (as is the case in LCR).

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