Teacher-led School Improvement

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

The Authors

David Frost is a member of the School of Education at the University of Cambridge. In his previous post at Canterbury Christ Church University College (CCCUC) he launched the scheme at the heart of this book, instigated the Canterbury Action Research Network (CANTARNET) and was the founding editor of The Enquirer, the journal for teachers. As a member of the Cambridge School Improvement team since 1996, he has continued to lead the research which resulted in this book and currently works with schools and LEAs to provide frameworks of support for school improvement.

Judy Durrant is a part-time Senior Lecturer in the Faculty of Education at CCCUC, teaching mainly within the context of the Canterbury Improving Schools scheme (CANTIS). She has played key roles in editing The Enquirer, and co-ordinating CANTARNET. She has also worked as a researcher for the University of Cambridge School of Education. Most recently she has joined the management group of the Centre for Education Leadership and School Improvement (CELSI) based at CCCUC, and is developing its regional base at Tunbridge Wells.

Michael Head is a part-time Senior Lecturer in the Faculty of Education at CCCUC and a Senior Consultant with CELSI. Before that he was a headteacher for twenty-three years. In the early 1970s he made a significant contribution to the development of the Humanities Curriculum Project and other innovations in his role as a Teachers’ Centre warden. He continues to play a leading role in the co-ordination of CANTARNET, the teachers’ network described in this book.

Gary Holden is a Senior Teacher in an 11-18 Roman Catholic Comprehensive School, as well as an Associate Tutor with CCCUC. He has considerable experience of curriculum development and CPD, and he has been a tutor on the CANTIS scheme for five years. He is currently co-ordinating the editing team of The Enquirer. He has published articles on school-based inquiry, and he is currently in the final stages of his Ph.D. on the impact of award-bearing CPD on student learning.

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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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