Teacher-led School Improvement

By David Frost; Judy Durrant et al. | Go to book overview

Index

a
academic:
freedom 22 , 158 ;
imperialism 155 ;
literature 17 , 34 , 37 -8, 83 , 85 , 125 ;
role of the 3 , 12 , 66 , 155 -8;
tuition 31 , 36 -7, 85
achievement, pupil 9 , 50 -1, 97 , 104 , 108 , 139 , 153
action plan 21 , 24 , 31 , 58 -9, 63 ;
writing 4 , 44 -8;
use of 99 , 101 , 112
action research:
collaborative 21 , 66 - 80 , 125 , 136 ;
concepts and critique 12 - 13 , 22 , 123 , 155 ;
use of 18 - 19 , 24
agency of teachers 2 , 11 - 12 , 18 , 29 , 42 , 54 , 56 -7, 93 , 104 -6, 117 -18, 136 , 140 , 154
analysis:
of RAP scheme 67 -9, 71 , 80 ;
by teachers 17 , 23 , 30 -2, 39 - 40 , 50 -1, 53 , 56 , 61 , 89 , 92 , 102 , 115 , 118 , 121 , 147 ;
of teachers’ work 145 ;
validation of 111
award-bearing 1 , 12 , 15 , 17 , 18 , 20 , 25 , 29 - 30 , 37 , 40 , 63 , 121

b
Barber, M. 143 , 154
biography, teacher 19 , 70 , 145

c
Canterbury Action Research Network (CANTARNET) 65 , 73 , 84 , 116 , 140 , 154 ;
development of 123 -38
case record 60 , 64 , 71 , 159
case study 1 , 3 , 71 -2, 76 -7;
of development of professional network 123 -38;
of use of RAP approach to school development 81 - 93 ;
of teachers as change agents 94 - 122 , 145 -52
Centre for Applied Research in Education (CARE) 12
change agent 3 , 7 , 11 , 18 , 28 , 30 -1, 40 -1, 43 -4, 52 , 55 -7, 59 , 72 , 74 , 89 ;
see also case study
change:
ecology 10 ;
management 15 , 37 , 49 , 54 , 56 , 67 , 72 , 74 , 85 , 94 , 100 , 105 -6, 143 , 154 ;
strategies 6 , 8 , 10 - 11 , 99 ;
systemic 1 , 5 , 7 , 15
collaboration:
with pupils 149 ;
between school and HEI 3 , 15 , 20 -2, 25 -6, 30 , 33 -4, 47 -9, 54 , 99 - 100 , 143 , 145 ;
between schools 32 , 36 ;
between teachers 111 , 116 , 120 -1, 139 , 146 -7, 151 ;
see also inquiry, collaborative
Collaborative Action Research Network (CARN) 123 , 126 -8
collegiality 5 , 8 , 21 , 79 , 111
consultation 15 , 23 , 30 , 32 -3, 42 , 46 , 48 , 59 , 65 , 96 , 101 , 145 ;
ESACS Project 73 -4
conversation 77 - 80
critical friend 23 -4, 26 , 32 , 34 , 54 , 62 , 82 , 116 , 118 , 123
critical mass 19
critical narrative 24 , 30 -2, 61 -2, 64 , 69 , 71 -2, 94 -5, 99 , 107 , 115 , 140 , 147 -8
culture 101 , 108 ;
see also school culture
curriculum development:
evidence of 24 ;
strategies for 14 - 16 , 18 - 19 , 40 , 87 , 89 - 90 , 143 ;
role of teachers in 12 , 20 -1, 23 , 110 , 114 , 142 , 152

d
data gathering:
about the RAP scheme 71 -2, 80 ;
ethics of 22 -3, 67 -9;
by ‘outsiders’ 155 ;
by teachers 32 , 48 , 50 -2, 54 , 89 , 115 , 148
democracy 99 - 101 , 104 -5, 141 , 149 , 156
development planning:
personal 23 , 32 , 43 , 144 ;
school 2 , 15 , 19 , 33 , 40 , 43 -4, 51 , 55 , 92 , 97

-169-

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Teacher-led School Improvement
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Illustrations vii
  • Acknowledgements ix
  • Abbreviations xi
  • Introduction 1
  • 1 - School Improvement 5
  • 2 - Beyond Staff Development 14
  • 3 - Establishing School—university Partnerships for School Improvement 28
  • 4 - Reflective Action Planning 42
  • 5 - Reflections on Collaborative Inquiry 66
  • 6 - Working with the Model 81
  • 7 - The Teacher as Change Agent 94
  • 8 - Developing Teacher Professionalism Through School-Based Inquiry 108
  • 9 - Developing Teacher Professionalism Through Networking 123
  • 10 - Teachers ‘making a Difference’ 139
  • Conclusion 154
  • References 160
  • The Authors 168
  • Index 169
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