Kushner, S., Simons, H., James, D., Jones, K. and Yee, W. C.
TTA school-based research consortium initiative, the evaluation, final report. Southampton, UK, University of the West of England & University of Southampton, 116pp.
This is the final report of the evaluation of th School-Based Research Consortium Initiative which ran in England from 1998 to 2001. The initiative was sponsored via a public/private partnership between the Teacher Training Agency (TTA), a UK Government agency, and the Centre for British Teachers (CfBT), a private not-for-profit company. The aim of the initiative was to create local infrastructures of support and action for teachers to engage ‘in and with’ research. Those infrastructures were made up of consortia, consisting in each case of a small number of schools together with a university department of education and at least one local education authority (LEA).
Over the three years that it ran, the initiative spawned a considerable range and volume of research activities, including peer observation of teaching, peer review of videos of teaching, interview-based study, surveys measuring such things as rewards and sanctions in the classroom. In addition to well-developed teacher-university collaborations and some joint work with local education authorities, there were many examples of teacher-teacher collaboration (some of it between different schools), and also times when teachers and pupils worked together to devise, carry out or interpret research activity. In practice, the initiative created an environment in which it was possible to develop new research relationships across a range of partners, rather than merely transfer the locus of research to schools.
Three aspects of teacher experience of the initiative are important to highlight. The first was the overwhelming testimony of teachers that the value of the initiative for them was the rediscovery of their professional confidence in a climate of low trust accountability, characterised by constant monitoring, target setting and bureaucratic demands. The second was the growth of familiarity with research practices that teachers gained through working collaboratively with their peers, with pupils, and with colleagues from the university. The third was how the process of research itself was necessarily situated in teachers’ own practices.
||teaching, learning, pedagogy, curriculum, practice-based evidence, teacher research, professional practice, evidence-based practice, evaluation, teachers, schools
||L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > L Education (General)
||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
||23 Aug 2006
||31 Mar 2016 12:12
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