Change In Classroom Practice

Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 5
The school improvement context......Page 7
The research context......Page 8
The challenge to research appropriately......Page 11
Investigating change in classroom practice......Page 13
References......Page 14
Teachers’ professional craft knowledge......Page 20
Pupils’ classroom learning strategies......Page 22
The impact of the National Curriculum......Page 23
Methodological problems......Page 24
The validity of verbal reports of classroom cognitions......Page 25
Field relations......Page 27
Conclusion......Page 30
References......Page 31
2 Process Product Research Revisited......Page 33
What next?......Page 36
References......Page 37
Introduction......Page 39
Earlier studies......Page 40
Outline of the research project......Page 41
A typology of INSET outcomes......Page 42
A tentative hierarchy of outcomes......Page 44
Practice:......Page 45
Outcome-route: Teacher Two......Page 46
Using the model to evaluate the effects of INSET......Page 47
Comment......Page 48
Comment......Page 49
References......Page 50
Knowledge and innovation......Page 55
The GYSL Project—common to the two schools......Page 57
Methodology......Page 58
Deansby School......Page 59
Comment:......Page 60
Birchwood School......Page 62
Conclusion......Page 65
References......Page 67
5 The Impact of the National Curriculum on Planning for Classroom Science......Page 69
The survey......Page 70
Science in the classrooms......Page 71
Schools’ policies for Primary Science......Page 72
The status of science in primary schools......Page 74
References......Page 76
6 Expect the Unexpected: School-specific Contexts and the Shaping of School-based INSET Projects......Page 77
Improvements arising from the project......Page 82
References......Page 85
7 Problem Solving in Technology in the Nursery: Gender Implications......Page 89
References......Page 93
Introduction......Page 95
Background to the project: why poetry?......Page 96
Teaching of poetry......Page 97
Teacher-Researcher......Page 98
Activities 1 and 2: classifying texts......Page 100
Poetry as ‘given knowledge’......Page 101
The process of elimination......Page 102
Example 7:......Page 103
Example 11:......Page 104
Tentative interpretations......Page 105
Observations and insights......Page 106
References......Page 107
Research stance......Page 108
Methodology......Page 109
Sample micro-study of a change in a pattern of practice micro-level data set......Page 110
Links with the meso-level data set......Page 113
Some macro-level links......Page 114
A model of change in classroom practice......Page 115
Evolutionary change......Page 116
Conclusion......Page 117
References......Page 119
10 Can INSET Essays Change the World for Children?......Page 124
References......Page 134
The generation of a new orthodoxy......Page 135
The school......Page 137
Stephanie......Page 138
Eileen......Page 140
John......Page 141
Discussion......Page 142
References......Page 144
12 Changing Classroom Practice Through Teacher Research......Page 145
Approaches to research on the Outstation course......Page 146
Changing perspectives on practice......Page 150
Factors facilitating and constraining change......Page 151
Influencing practice throughout the school......Page 153
References......Page 154
Notes on Contributors......Page 157
Index......Page 161