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Teacher Research and School Improvement: opening doors from the inside ROB HALSALL (Ed.), 1998 Buckingham, Open University Press L45.00 hardback, L14.99 paperback
The basis of this collection is the belief that school improvement is dependent upon the direct involvement of teachers in research which focuses upon their own agendas of need and those of the school, but that this cannot be achieved alone. The questions to be asked about it are: will this book act as an antidote to the scepticism of many teachers and teacher educators who find that time, energy and support, essential ingredients to carrying out research on practice, are diminishing as a result of intensification of work and deterioration of working conditions? Does it contribute to the debate on why the model of teacher-as-researcher is a powerful strategy in school improvement efforts? This reviewer does not need convincing of the value of teacher research. Experience, observation and witness through, for example, the pages of the Educational Action Research Fournal over many years has demonstrated beyond any reasonable doubt the positive effects of action research by teachers and others. However, as `teacher as researcher', `action research' and `school improvement' have become 'movements', so they have become associated with particular groups of people who hold particular positions with regard to education. So it is not those who are disposed towards engaging in systematic inquiry into their practice and the context which affects it who need to be convinced, but the silent majority of hard pressed, hard working teachers who are not involved in funded projects or undertaking a higher degree course. Will the book appeal to them? Will it influence them? Will it inspire them to new forms of learning?
The 14 chapters in the book are written by teachers from primary and secondary schools, professors, senior lecturers and research fellows associated with Didsbury School of Education, Manchester Metropolitan University. The book is organised into three parts: the case for teacher research as a strategy for school improvement (four chapters); case studies of teacher research for school improvement (eight chapters); and teacher research, professionalism and teacher development (two chapters). Clearly, then, the emphasis appears to be upon accounts...