A Teacher's Guide to Classroom Research

A Teacher's Guide to Classroom Research

A Teacher's Guide to Classroom Research

A Teacher's Guide to Classroom Research

Excerpt

The educational landscape in Britain and most other Western countries has changed dramatically since this book was originally published in 1985. The increase in centralized policy-making, however, far from undermining the role of 'teacher researcher', has in my opinion made such a professional ethic all the more necessary. It is becoming increasingly obvious that 'topdown' change does not 'mandate what matters', and that it is local implementation, the work of teachers, that is most influential in determining the achievements of students. If we are serious about enhancing the quality of education in our schools, teachers need to be more, not less, involved in curriculum development, school improvement and pedagogy.

It seems to me that the major differences between now and the mid-1980s is that teacher researchers have increasingly to take a whole school perspective. They now have to interpret and adapt policy to their own teaching situation, to link their classroom research work to that of other colleagues and whole school priorities, as well as to the process of teaching and learning.

In the second edition of A Teacher's Guide to Classroom Research, I tried to take this new perspective into account while retaining the structure and simplicity of the original book. In particular, I emphasized the crucial role of classroom observation in supporting teacher and school development, added a new chapter on linking classroom research to other whole school initiatives, updated the text and took the opportunity to rewrite where I had originally been too bland, confused or just got it wrong.

It is a great privilege to have the opportunity to update a book at regular intervals, for it allows one to keep pace with what has proven to be a rapidly changing educational scene. In the second edition I placed more emphasis on the importance of viewing teacher research within a whole . . .

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