Teachers Leading Change
Doing Research for School Improvement
1st Edition
Published on 20. September 2005
Book
Paperback/Softback
208 pages
978-1-4129-0067-6 (ISBN)
Description
`Their book will be of interest to teachers who wish to be proactive rather than reactive. It will be important reading for anyone who wishes to undertake school-based research' - Times Educational Supplement
`This is a book which places teachers at the heart of inquiry for improvement. The realism, experience and optimism of each of the writers, shines through each page of the text. It is a "can-do" book which combines discussion of principles, practices and contexts with practical examples of exercises - recommended reading for those wishing to reflect upon the challenges and joys of engaging in teacher-led change' Christopher Day, Professor of Education and Co-Director of the Centre for Research on Teacher and School Development (CRSTD), The University of Nottingham
This book shows how to support teachers' leadership of school change. Within a theoretical and policy context, the authors: give practical guidance for integrating inquiry with practice; show how to encourage collaboration and critical dialogue within and between schools; focus strongly on pupil, teacher and organizational learning.
The book includes tried-and-tested ideas for aspiring and experienced teacher leaders and researchers.
`This is a book which places teachers at the heart of inquiry for improvement. The realism, experience and optimism of each of the writers, shines through each page of the text. It is a "can-do" book which combines discussion of principles, practices and contexts with practical examples of exercises - recommended reading for those wishing to reflect upon the challenges and joys of engaging in teacher-led change' Christopher Day, Professor of Education and Co-Director of the Centre for Research on Teacher and School Development (CRSTD), The University of Nottingham
This book shows how to support teachers' leadership of school change. Within a theoretical and policy context, the authors: give practical guidance for integrating inquiry with practice; show how to encourage collaboration and critical dialogue within and between schools; focus strongly on pupil, teacher and organizational learning.
The book includes tried-and-tested ideas for aspiring and experienced teacher leaders and researchers.
Reviews / Votes
`Their book will be of interest to teachers who wish to be proactive rather than reactive. It will be important reading for anyone who wishes to undertake school-based research' - Times Educational Supplement`This is a book which places teachers at the heart of inquiry for improvement. The realism, experience and optimism of each of the writers, shines through each page of the text. It is a "can-do" book which combines discussion of principles, practices and contexts with practical examples of exercises - recommended reading for those wishing to reflect upon the challenges and joys of engaging in teacher-led change' - Christopher Day, Professor of Education and Co-Director of the Centre for Research on Teacher and School Development (CRSTD), The University of Nottingham
More details
Series
Edition
First Edition
Language
English
Place of publication
Thousand Oaks
United States
Target group
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Weight
322 gr
ISBN-13
978-1-4129-0067-6 (9781412900676)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
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Book
09/2005
1st Edition
SAGE Publications Inc
€233.63
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E-Book
09/2005
1st Edition
SAGE Publications Ltd
€80.59
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1st Edition
SAGE Publications Ltd
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Content
A Note on the Supporting Materials in This Book
Chapter One: Teachers As Leaders Of Learning
Chapter Two: Unlocking School Cultures
Chapter Three: Teacher Research - And Beyond
Chapter Four: Enquiry to Support Teachers Leading Change
Finding a Focus
The Art of Case Study
Ethical Enquiry
Reflecting On Practice
Voices for Change
Exploring Stories, Selves and Identities
Making an Impact: Interactive Enquiry for Change
Gathering and Using Evidence
Making Sense and Making Meaning
Improving Practice
Chapter Five: Teachers' Stories of Change
Gloria's Story: Teacher Leadership to Improve the Learning Culture in the School's Sixth Form
Sarah's Story: Dilemmas in Improving the Place and Perception of Technology in the Curriculum
Jonathan's Story: Empowering A Level Biology Students to Become Independent Learners
Working with the Culture: Developing a Model for Teacher-Led School Change
Chapter Six: Towards New Ways of Working
References
Resources Available Online:
An Audit of Professional Development Activity
Some Definitions of Leadership.
The Impact of Teacher-Led Development Work:
How Can Headteachers Support Teachers Leading Change?
What Can Teacher Leaders Do To Build Capacity?
Has Your Research Taken Full Account Of Ethical Issues?
Chapter One: Teachers As Leaders Of Learning
Chapter Two: Unlocking School Cultures
Chapter Three: Teacher Research - And Beyond
Chapter Four: Enquiry to Support Teachers Leading Change
Finding a Focus
The Art of Case Study
Ethical Enquiry
Reflecting On Practice
Voices for Change
Exploring Stories, Selves and Identities
Making an Impact: Interactive Enquiry for Change
Gathering and Using Evidence
Making Sense and Making Meaning
Improving Practice
Chapter Five: Teachers' Stories of Change
Gloria's Story: Teacher Leadership to Improve the Learning Culture in the School's Sixth Form
Sarah's Story: Dilemmas in Improving the Place and Perception of Technology in the Curriculum
Jonathan's Story: Empowering A Level Biology Students to Become Independent Learners
Working with the Culture: Developing a Model for Teacher-Led School Change
Chapter Six: Towards New Ways of Working
References
Resources Available Online:
An Audit of Professional Development Activity
Some Definitions of Leadership.
The Impact of Teacher-Led Development Work:
How Can Headteachers Support Teachers Leading Change?
What Can Teacher Leaders Do To Build Capacity?
Has Your Research Taken Full Account Of Ethical Issues?