2.50
Hdl Handle:
http://hdl.handle.net/2436/26157
Title:
Learning through networks: trust, partnerships and the power of action research
Authors:
Hadfield, Mark; Day, Christopher
Abstract:
In England school teachers and head teachers are faced with a myriad of challenges in coping with the pressures of managing the dynamic and diverse institution which is their school within an imposed, centralized, standards-driven change agenda. It could be argued that many of the national policies and initiatives over the last 15 years have directly or indirectly, consciously or unconsciously undermined the traditional autonomy of teachers. As a consequence, many feel little ownership of a curriculum that is regularly policed through national pupil assessment at ages 7, 11, 14, 16, 17 and 18, school inspections and competency frameworks related to role specification, and are consequently insecure in making decisions about pedagogy. As part of governments' drive to ensure the effective and efficient implementation, they have been inundated also with demands to attend professional development courses dealing with imposed initiatives, but have little time or energy for reflection on their practice and reflection on the impact that imposed change is making on pupils, motivation, learning and achievement. It was in this context that the Primary Schools Learning Network was formed through negotiated partnerships between a group of self-selecting schools, the local education authority (district), and the Centre for Research on Teacher and School Development at the University of Nottingham. Its aim was to give ownership for development back to teachers through collaborative action research with a view to improving schools and raising pupil attainment.
Citation:
Educational Action Research, 12(4): 575-586
Publisher:
Routledge
Journal:
Educational Action Research
Issue Date:
2004
URI:
http://hdl.handle.net/2436/26157
DOI:
10.1080/09650790400200269
Additional Links:
http://www.informaworld.com/smpp/content?content=10.1080/09650790400200269
Type:
Article
Language:
en
ISSN:
09650792; 17475074
Appears in Collections:
Professional and Adult Learning

Full metadata record

DC FieldValue Language
dc.contributor.authorHadfield, Mark-
dc.contributor.authorDay, Christopher-
dc.date.accessioned2008-05-15T09:57:54Z-
dc.date.available2008-05-15T09:57:54Z-
dc.date.issued2004-
dc.identifier.citationEducational Action Research, 12(4): 575-586en
dc.identifier.issn09650792-
dc.identifier.issn17475074-
dc.identifier.doi10.1080/09650790400200269-
dc.identifier.urihttp://hdl.handle.net/2436/26157-
dc.description.abstractIn England school teachers and head teachers are faced with a myriad of challenges in coping with the pressures of managing the dynamic and diverse institution which is their school within an imposed, centralized, standards-driven change agenda. It could be argued that many of the national policies and initiatives over the last 15 years have directly or indirectly, consciously or unconsciously undermined the traditional autonomy of teachers. As a consequence, many feel little ownership of a curriculum that is regularly policed through national pupil assessment at ages 7, 11, 14, 16, 17 and 18, school inspections and competency frameworks related to role specification, and are consequently insecure in making decisions about pedagogy. As part of governments' drive to ensure the effective and efficient implementation, they have been inundated also with demands to attend professional development courses dealing with imposed initiatives, but have little time or energy for reflection on their practice and reflection on the impact that imposed change is making on pupils, motivation, learning and achievement. It was in this context that the Primary Schools Learning Network was formed through negotiated partnerships between a group of self-selecting schools, the local education authority (district), and the Centre for Research on Teacher and School Development at the University of Nottingham. Its aim was to give ownership for development back to teachers through collaborative action research with a view to improving schools and raising pupil attainment.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.informaworld.com/smpp/content?content=10.1080/09650790400200269en
dc.subjectEnglanden
dc.subjectSchoolsen
dc.subjectHead teachersen
dc.subjectContinuing Professional Developmenten
dc.subjectNational policiesen
dc.subjectTeachers-
dc.subjectTeacher education-
dc.titleLearning through networks: trust, partnerships and the power of action researchen
dc.typeArticleen
dc.identifier.journalEducational Action Researchen
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