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    Learning through networks: trust, partnerships and the power of action research

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    Authors
    Hadfield, Mark
    Day, Christopher
    Issue Date
    2004
    
    Metadata
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    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
    URI
    http://hdl.handle.net/2436/26157
    DOI
    10.1080/09650790400200269
    Additional Links
    http://www.informaworld.com/smpp/content?content=10.1080/09650790400200269
    Type
    Journal article
    Language
    en
    ISSN
    09650792
    17475074
    ae974a485f413a2113503eed53cd6c53
    10.1080/09650790400200269
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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