# Teacher-led School Improvement

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

Index

a
 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 ;
 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 ;
 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 ;
 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

• 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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