Action research in partnership: establishing teachers as key players
Titel:
Action research in partnership: establishing teachers as key players
Auteur:
Carter, Karen
Verschenen in:
Educational action research
Paginering:
Jaargang 6 (1998) nr. 2 pagina's 275-303
Jaar:
1998-06
Inhoud:
This article explores a number of ideas about teacher involvement in school effectiveness and school improvement research, which have been presented elsewhere (Stoll & Fink, 1996; Stoll, 1995; Carter, 1996; Carter & Halsall, 1998) and which focus upon the use of action research as a means of opening a 'doorway' to school improvement from the inside of the school. The discussion draws upon my experience of engaging in collaborative action research through the North West Consortium for the Study of Effectiveness in Urban Schools (NWCSEUS) . The article presents a case for establishing teachers more centrally as 'key players' in the current school effectiveness and improvement debate, through the adoption of an action research methodology. In considering the potential of partnership approaches to such research, a number of constraining factors are identified. The practical issues of the acceptability, adaptability and accessibility of school effectiveness (SER) and improvement research (SIR) are considered. Each of these issues is seen to represent a problematic aspect of the process of engaging teachers in SER and SIR, which necessarily must be addressed by all those involved in collaborative work in schools.
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