Editorial

This paper centers on the process of conducting research on children’s social development through a partnership between university‐based researchers and teachers and students in an urban New England school district. It does so through the eyes of its first author, a second year graduate student who is negotiating the dual roles of researcher and teacher. In the process of investigating more about young children’s perceptions of teasing in conjunction with her research team, this student learns that theories about children’s social awareness developed in university settings virtually always require modification when examined in the real world. Ultimately, she concludes that the partnership between theorists and practitioners leads to a fine‐tuning of research protocols that elicit more complicated and variable responses from students, and that classroom climate factors, temporary or longstanding, may either facilitate or prevent effective data collection and analysis.