• 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.

Teacher Research – and Beyond
Teacher research – and beyond

We are still a long way from understanding the dimensions of teacher professionalism and school improvement processes that link professional learning, leadership and student learning. Frost and Harris (2003) have argued that we need to develop a research agenda that explores different forms of teacher leadership in different contexts, including leadership conceived as a normal part of teachers’ work rather than linked to particular roles and tasks. This chapter contributes to this agenda by examining and illustrating ways in which teachers’ leadership of learning can be supported and scaffolded, drawing on previous research and development work (Frost et al., 2000; Frost and Durrant, 2002; 2003; Holden, 2002a; 2002b). The most highly developed examples involve the exploratory ...

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