Action research in partnership: Establishing teachers as key players

Educational Action Research

Volumn 6, Issue 2, 1998, Pages 275-303

  Carter, Karen ^a  

^a UNIVERSITY OF BATH   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85065356936     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650799800200054     Document Type: Article

References (55)

1. Barber, M. C., 1995. From characteristics to strategy, school effectiveness. The Times Educational Supplement,: 10–313. 6 October
2. Barth, T., 1990. Improving Schools From Within: teachers, parents and principals can make a difference, San Francisco: Jossey Bass.
3. Beare, H., Caldwell, D., and Millikan, R. H., 1989. Creating an Excellent School: some new management techniques, London: Routledge.
4. Boje, D. H., and Dennehy, R. F., 1993. Managing in rhe Postmodern World, America's Revolution against Exploitation, Iowa: Kendall/Hunt Publishing.
5. Brown, S., Duffield, J., and Riddell, S., 1995. School effectiveness research: the policy makers' tool for school improvement. European Educational Research Association Bulletin,: 6–15.
6. Burrell, G., 1994. “ Foreword ”. In New Thinking In Organizational Behaviour, Edited by: Tsoukas, H., Oxford: Butterworth-Heinemann.
7. Carr, W., and Kemmis, S., 1991. Becoming Critical: education knowledge and action research, Lewes: Falmer.
8. Carter, K., 1996. Teachers as key players on the school effectiveness stage,. Action Researcher,: 2528 Spring
9. Carter, K., and Halsall, R., 1998. “ Teacher research for school improvement ”. In Teacher Research and School Improvement, Edited by: Halsall, R., Buckingham: Open University Press.
10. Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfold, F. D., and York, R. L., eds. 1966. Equality of Educational Opportunity (the Coleman Report), Washington: Government Printing Office.
11. Dadds, M., Supporting practitioner research: a challenge. paper presented to the Supporting Practitioner Research Conference. California, Australia. University of Cambridge Institute of Education in collaboration with San José State University, University of Sydney.
12. Darling-Hammond, L., and McLaughlin, M., 1995. Policies that support professional development in an era of reform. Phi Delta Kappan, 76: 597–604.
13. Day, C., 1991. “ Series Editor's introduction ”. In Action Research for Educational Change, Edited by: Elliott, J., Buckingham: Open University Press.
14. Day, C., Whitaker, P., and Johnston, D., 1990. Managing Primary Schools in the 1990s, London: Paul Chapman.
15. Deming, W. E., 1986. Out of the Crisis, Cambridge: MIT Centre for Advanced Engineering Study.
16. Denny, P. J., 1992. Indicators of Quality Performance Hampshire Inspection and Advisory Service
17. Elliott, J., 1991. Action Research For Educational Change, Buckingham: Open University Press.
18. Elliott, J., 1996. School effectiveness research and its critics: alternative visions of schooling. Cambridge Journal of Education, 26: 199–224.
19. Eltis, K., 1995. Focusing on Learning: report of the review of outcomes and profiles in New South Wales schooling, Sydney: NSW Department of Training and Education Coordination.
20. Everard, K. B., 1988. Developing Management in Schools, Oxford: Basil Blackwell.
21. Fletcher, C., 1993. Appraisal: routes to improved performance, London: Institute of Personnel Management.
22. Frisby, C., 1987. “ The role of the subject coordinator ”. In Primary School Management in Action, Edited by: Craig, I., Harlow: Longman.
23. Fullan, M., 1995. Change a very moral purpose, school effectiveness. The Times Educational Supplement,: 10 6 October
24. Glover, D., 1995. Issues in School Effectiveness and School Improvement, London: OFSTED.
25. Groundwater-Smith, S., Outting teacher professional judgement to work. paper presented to the Supporting Practitioner Research Conference, California, Australia: University of Cambridge Institute of Education in collaboration with San José State University, University of Sydney.
26. Gurney, M., 1989. The Management of Change, Clevedon: Multilingual Matters. British Education Research Association [BERA] Dialogues No. 1
27. Haggarty, L., and Posstlethwaite, K., 1995. Working as consultants on schoolbased teacher-identified problems. Educational Action Research, 3: 169–181.
28. Handy, C., 1990. The Age Of Unreason, Sydney: Arrow Business Books.
29. Handy, C., and Aitken, R., 1986. Understanding Schools as Organisations, Harmondsworth: Penguin.
30. Hargreaves, A., 1994. Changing Teachers, Changing Times: teachers work and culture in the postmodern age, London: Cassell.
31. Hargreaves, A., 1995. Back to the joy of teaching, school effectiveness. The Times Educational Supplement,: 10 6 October
32. Harradine, J., 1996. The Role of Research in the Work of the National Schools Network, Ryde: National Schools Network.
33. Hewton, E., and West, N., 1992. Appraising Primary Headteachers, Milton Keynes: Open University Press.
34. Jenks, C., 1972. Inequality: an assessment of the effect of family and schooling in America, New York: Basic Books.
35. Marris, P., 1975. Loss and Change, New York: Anchor Press/Doubleday.
36. Moore, W. E., 1974. In Loco Parentis: a research report from the generation study of secondary school students, Sydney: NSW Education Department.
37. Mortimore, P., 1995. Mappers of the best way forward, school effectiveness. The Times Educational Supplement,: 10 6 October
38. North West Consortium for the Study of Effectiveness in Urban Schools [NWCSEUS]. 1995. Action Based Research Projects: a handbook for schools and research teams, Manchester: NWCSEUS.
39. Pascal, C., 1996. Researchers urged into the sandpit. The Times Educational Supplement,: 5 3 May
40. Peronne, V., 1989. Effective Schools and Learning: reflections on teachers, schools and communities, New York: Teachers College Press.
41. Popewitz, T., 1991. A Political Sociology of Educational Reform: power/knowledge in teaching, teacher education and research, New York: Teachers College Press.
42. Reynolds, D., 1995. The effective school: an inaugural lecture. Evaluation and Research in Education, 9 (2): 57–73.
43. Rogers, G., and Badham, L., 1992. Evaluation in Schools, London: Routledge.
44. Rosenholtz, S. J., 1989. Teachers' Workplace: the social organisation of schools, London: Longman.
45. Rudduck, J., 1985. “ Implementer or Innovator: a teacher's challenge to the restrictive paradigm of traditional research ”. In The Management of Change, Edited by: Gurney, M., Clevedon: Multilingual Matters. BERA Dialogues, No 1
46. Sachs, J., Reinventing teacher professionalism through innovative links. keynote address to the Supporting Practitioner Research Conference. California, Australia: University of Cambridge Institute of Education in collaboration with San José State University, University of Sydney.
47. Sammons, P., Thomas, S., Mortimore, P., Owen, C., Pennell, H., and Hillman, J., 1994. Assessing School Effectiveness, London: OFSTED.
48. Sammons, P., Hillman, J., and Mortimore, P., 1995. Key Characteristics of Effective Schools, London: OFSTED.
49. Scheerens, J., 1992. Effective Schooling: research theory and practice, London: Cassell.
50. Skelton, M., Reeves, G., and Playfoot, D., 1991. Development Planning For Primary Schools, Windsor: NFER-Nelson.
51. Somekh, B., 1994. Inhabiting each other's castles: towards knowledge and mutual growth through collaboration. Educational Action Research, 2 (3): 357–380.
52. Stoll, L., 1995. “ Linking school effectiveness and school improvement: issues and possibilities ”. In Merging Traditions: the future of research on school effectiveness and school improvement, Edited by: Gray, J., Reynolds, D., FitzGibbon, C., and Jessen, D., London: Cassell.
53. Stoll, L., and Fink, D., 1996. Changing Our Schools, Buckingham: Open University Press.
54. Tsoukas, H., 1994. New Thinking In Organizational Behaviour, Oxford: Butterworth-Heinemann.
55. Webb, R., 1994. After the Deluge, London: Association of Teachers and Lecturers.