This study owes a great deal to the teachers who were subjects of my classroom research. To Felicity, Jane, Clare, Mike, Ben and Simon, my very sincere thanks for their interest and cooperation, and for the time which they so generously gave.
Many of my colleagues have played an important part in terms of support and encouragement and extreme tolerance. I have appreciated their willingness to listen, to talk over ideas and to offer their perceptions. It would be impossible to list everyone who has been of help, but I should like particularly to thank Peter Gates, Sheila Hirst, David Pimm, Stephanie Prestage, Brian Tuck and Anne Watson.
I owe special gratitude to John Mason, Christine Shiu, and John Jaworski for their exceptional support and inspiration, and to Paul Ernest, the series editor, for his critical appreciation.
Finally I must acknowledge Princess Borris-in-Ossory and Frankincense for their contribution to this work. They were mainly responsible for my not getting cold feet during its many drafts.