• Summary
  • Contents
  • Subject index

`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.

Unlocking School Cultures
Unlocking school cultures
School Culture: Given or Gotten?

A key focus of our work over the last ten years has been the facilitation of teacher leadership. What emerges strongly is the importance of school culture as an enabling or inhibiting factor in the success of teachers’ attempts to lead change. But how should we define culture, and what is the relationship between individuals and the culture they inhabit? Giddens (1984) persuasively argues that, through the process of structuration, culture both shapes and is shaped by social actors. However, it is still legitimate to ask if culture is a ‘given’, or whether teachers by working collaboratively can change the culture of their schools.

In this chapter, therefore, we examine some current definitions of school culture and ...

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