Reflections on the Process of Writing this Book and its Purposes

9 Reflections on the Process of Writing this Book and its Purposes

When we turn to look back, like Orpheus looking back at Eurydice, experience ceases to become the thing it was before we looked. […] The point is that life continues to unfold in the accounting of it, and the account-making is, in that sense, always a new event, a new experience.

(Davies and Davies 2005: 3–4) This quotation is taken from a paper on the nature of experience in the

social sciences, given by Bronwyn Davies at a seminar I attended while I was finalizing work on this book. It encapsulates the problems and the fascina- tions I have experienced in re-presenting the action research I carried out as

a teacher and writing about six subsequent research projects spanning a period of 17 years. What exactly is the nature of my remembered experi- ences? The experiences themselves slip back to second, third, fourth remove, on each revisiting; but the very act of looking back on the past from a quite different present, re-creates the memories and turns them into something new. And this contradiction is mirrored in the two parts of the quotation. The negative connotations of loss in Davies’ Orpheus and Eurydice image are balanced by the emphasis on making new meanings and gaining new insights in the second half of the quotation, taken from the end of the same paragraph. The meta-reflective process of immersing myself in the data of each of these projects in turn gave me new ideas for writing their stories. In a very real sense the data took me back into the past, conjuring up strong visual images and replaying long-gone emotions. So it would not be right to say that this writing is based on memories alone; in each case the impetus to write the chapters has been fuelled by new ideas.

From the start there were so many decisions to be made. What kind of text would be most in line with the eight methodological principles for action research I had set out in the Introduction? What should be the balance between personal narrative and the ‘red thread’ of an intellectually engaging line of argument? (The ‘red thread’ is a metaphor commonly used

REFLECTIONS ON THE PROCESS OF WRITING THIS BOOK

in this way by writers in German.) Should the other participants in the research be named? And above all, how could I justify the creation of a series of narratives that purported to re-create the experiences of the past while remaining, inescapably, products of the present?

A naïve belief in telling stories that would represent what truly hap- pened was not open to me. Writers such as Van Maanen (1988) have exposed the crafted nature of the ethnographic text; in particular, Geertz (1988) has uncovered the persuasive power of discourse that is available to authors in writing about people and cultural contexts. I may not have the skills of an Evans-Pritchard or a Ruth Benedict, but there is a pressure to do the best I can with the skills I have, since narrative remains the only way to give a sense to readers of ‘being there’. But beyond that, the insights that I drew from my colleague Maggie Maclure’s work into the way that texts conceal the ‘essential spaces and gaps in the foundations of qualitative research’ (Maclure 2003: 3), raised my awareness of the ‘weird’ nature of writing and made me aspire to be open about the writing process.

The creation of a voice and a text would need to be conscious and crafted – and sufficiently flexible to leave me room to move between description and theory without artificially separating them. Beyond that, the peculiar challenges of writing narratives about action research turned into a kind of hide-and-seek game as I reread my colleague, Ian Stronach’s article, ‘This space is not yet blank’, in which he describes the process of cre- ating a text as ‘gingerly picking my way, tensely, across this page, step-by- step, leaving word prints here and there’ (Stronach 2002: 293). Action research, as he points out at the beginning of his article, poses particular challenges for contemporary social scientists because of the assumptions it carries of uncovering cause and effect and moving forward to what ‘ought’ to be. Indeed, in Stronach’s sense, the nature of the action research narra- tive was already inscribed on the blank page before I started: there was a strong sense for me of being compelled towards creating realist narratives.

The process of writing this book was relatively easy once I had taken some decisions to answer my own questions. To write a text in line with my eight methodological principles there would need to be a strong personal voice, predominantly an ‘I’ rather than a ‘we’, so that I could engage in reflection and interpretation without presuming to speak for my colleagues. My aim was to create texts that would enable readers to experience events from the inside, engaging vicariously in the experience of needing to take decisions and responding to issues as they arose. My colleagues over the years would as far as possible be named, partly to give them credit for their work and partly to embody the text in a larger network of participants and highlight the importance and diversity of the relationships between people that gave each project its energy. Naming meant sending chapters to former colleagues for ‘clearance’ and brought responses which varied from quick ‘permissions’, to expressions of pleasure in being re-immersed in past

ACTION RESEARCH experiences, and in one or two cases speculative comments on the long-

term impact of being involved in the project itself. In one case where I had given an account of an event that had been fraught with tension I had the enormous privilege, after the passage of 14 years, of sending my account to the two people who were, so to speak, on the opposite side, which in both cases led to telephone conversations giving me new information to trian- gulate and extend my own understandings.

The text remains problematic, however. In two cases, from two differ- ent chapters, comments from colleagues alerted me to ways in which my words had created meanings I had not anticipated. The ‘slipperiness’ of words is intriguing: in each of these cases the comments brought me to rec- ognize ways in which words – written by me but in another sense flowing through me – had introduced connotations of power or critique that were not consciously intended. These were neither mis-readings nor in some senses mis-writings (since I had chosen the words carefully), although in each case, once pointed out, I was sure of the need to rephrase and alter the tone of what I had written. Further, turning my attention beyond the choice of words and syntax to the presentation of my interpretations of events, it is certain that these are necessarily partial. Except in cases where

I was able to contact current or former colleagues and get their responses, my meaning making has not been cross-checked and is likely to be differ- ent from how others would have made meanings from memories of the same events. Even where I have been able to cross-check, colleagues have often been content to accept my interpretation without wishing to change it, on the grounds that it is a personal point of view, necessarily different from theirs. In the case of one of my current projects, which will not end until after this book is published, the participating schools and LEAs have been anonymized in line with our agreed code of practice and the chapter has been ‘cleared’ with the three LEA project managers.

Readers will notice that each of the project chapters is written to a similar pattern, starting with key questions and in most cases including sec- tions on ‘design’ of the project, ‘research issues’ or ‘working tensions’ and ‘knowledge outcomes.’ The intention is to allow readers to make compar- isons between chapters and perhaps trace the development of ideas between one project and the next. For me, writing the sections on ‘know- ledge outcomes’ was particularly important and led me to realize that in many cases the knowledge generated in these projects had not been fully written up and published. This was because of the roller-coaster nature of my research career over the years – the narratives track two occasions when my energies were diverted to new projects before old ones were properly ‘put to bed’, in one case involving a move to a management job where I had limited time for my own research and writing. The realization that I would not have time to publish as I should was depressing each time, and this book is intended to go some way to putting that right.

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The first two chapters are intentionally different from the others. As far as possible I have included a personal voice in these chapters, by writing passages of narrative to keep the more theoretical passages closely linked to accounts of experiences which these theories enlivened and illuminated. My constant attempt in these chapters is to engage in critical scholarship without dislocating it from the praxis of action and reflection (Noffke 1995: 1), action in this sense having a wider meaning of the actions of the mind in exploratory engagement with ideas. The metaphor of ‘living through the looking glass and looking back on Wonderland’, described in the Introduction, was an essential device to enable me to understand how to position myself vis-à-vis the text. Perhaps this is an example of T.S. Eliot’s ‘objective correlative’ because it enabled me to identify and understand my own emotions (Eliot 1920). The metaphor certainly had the force to allow me to start writing. The development of eight methodological principles then became an essential strategy to relocate my looking glass self vis-à-vis action research theory. Ideas which had been crucially important to me in Wonderland could then be more fully explored through this reflexive lens in Chapter 1. Chapter 2 develops and extends the theoretical framework for the whole book by illustrating the flexibility of action research metho- dology and its sensitivity to different contexts. It is intended to pave the way for the six narrative chapters, each one of which describes a project in which action research was designed to fit local needs and combine support for development with the generation of actionable knowledge.

The eight methodological principles embody my aspirations for action research and the narrative chapters provide accounts of striving to put them into practice – while inevitably falling short. My hope is that others will engage critically with these accounts of action research projects and use them to design new work that will surpass my own for creativity, reflexive sensitivity and transformative impact.

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Index

academic-administrator tensions

agency 15

135 activity theory 185–7 accountability 81–2

in organizational change 19–22 action 11–14

Almond, L. 96 integration of research and 6

Altrichter, H. 11, 20, 29, 53 action research 8, 31–61

AMEX 133

adaptability of 127 anonymity 158 assumptions about 165–7

apartheid 37–8 in business settings 50–9, 61

APEL (accreditation of prior culturally-responsive nature of

experiential learning) 137, 59–61

147–50 in design of PELRS 178–80

APL (accreditation of prior in health, social care and

learning from courses) 137 community settings 41–50,

Apple Classroom of Tomorrow

knowledge generation in 27–30 appraisal 51 methodological issues see

Arendt, H. 12, 13, 25 methodological issues

Argyris, C. 15, 21, 52–3, 58 multiple levels of 28

Aristotle 29, 148, 149 principles of 6–8, 199

‘artefacts sessions’ 115, 117–18 in ‘southern’ or ‘developing’

assumptions about AR 165–7 countries 32–40, 60

authorial voice 43–4, 197 ‘Action Research in an American

autonomous working groups 54–6 Underground Coal Mine’

autonomy

(Susman and Trist) 54–6 in learning 91, 94–5, 101 action science 53

power and autonomy in role of active listening 57–9

PELRS pupil researchers activity theory 185–9

192–3 administrators, university

see also Pupil Autonomy in custodial role 143–5

Learning with tensions with academics 135

Microcomputers (PALM) advisory teachers 102

Project

ACTION RESEARCH Avis, P. 122, 128, 129

Carr, W. 13, 15, 19, 22, 29, 43, 59 Carroll, L. 4

BA in Professional Development case studies 30 146

Centre for Applied Research in Bacon, F. 2

Education (CARE) 91, 141, barriers to change 193–5

146, 154 Bateson, G. 50

Centre for ICT, Pedagogy and Becker, H.J. 176

Learning 154 behavioural event interviewing

Certificate of Secondary Education 147

Berge, B.-M. 12 change management 125–6 best practice research partnerships

children

5 respecting as full beings 189 Bidwell, C.E. 180

see also pupil researchers Binnie, A. 41–2, 46, 47

Chiu, L.F. 43, 44, 45, 60 Bion, W. 52, 58

citizenship 182 Blackmore, M. 114

Classroom (now Collaborative) blame culture 162–3

Action Research Network Blythe, K. 114, 115, 120, 121

(CARN) 19, 98 boat-building company 57–9

classroom study of teaching and bounded time 96

learning 63–73 Bradbury, H. 59

Claxton, G. 189 Brasilian Landless People’s

Clemson, D. 114, 120 Movement (MST) 38–40

coalmine 54–6 Brazil 32–3, 34–5

codes of confidentiality/practice Bridges, D. 132, 139, 140–1

92–3, 119, 158, 163–4 Bridges, J. 45

Coghlan, D. 61 British Educational

cognitive maps 58 Communications and

cognitive tool, computer as Technologies Agency (Becta)

153, 158, 159, 167–8, 170 Cole, M. 186 Implementation Team 168

co-learning 188, 189, 190 Quickplace website 160

collaboration 6–7, 21, 22–4 Research website 167, 169, 171

INTENT 114–20 broad perspective 8

study of power and decision- Brown, E. 91

making in school 73–85 Brown, T. 130

collective creativity 12 business settings 50–9, 61

COMEX see From Competence to see also From Competence to

Excellence Excellence (COMEX)

common course structure (CCS) Bussis, A. 109

134, 141 communicative action 12–13, capitalism 20

Caracelli, V.J. 156 communicative community 78

INDEX

communicative validation 29–30, cultural divide between

78 university and companies in Communities Partnership Project

COMEX 139–41 (CPP) 33–4, 35

culturally-responsive nature of communities of practice 23–4, 189

action research methodology community 186–7

59–61 community settings 41–50, 60

issues of discourse and inter- computers see information and

cultural dialogue in PELRS communication technology

action research 191–2 (ICT)

learning culture 46–8 conceptual generic competence

curriculum

attributes 147–8, 149–50 National Curriculum 104, 110, confidentiality, codes of 92–3,

process curriculum 182–3, 192 confrontations 150–1

cyclical process 6 control/treatment group 56 Convery, A. 153, 157, 158, 171,

Dadds, M. 59 173

Daniels, H. 186 co-researchers 108–9

data analysis 97–8 PELRS 179–80, 189–91

Davies, B. 196 pupils as 184–5, 192–3

Davies, C. 196 Coulter, D. 13

Davies, R. 104–5, 183 Council for Accreditation in

Davis, B. 158 Teacher Education (CATE)

Davis, N. 114, 115, 121, 124, 125 112–13, 129

Davison, B. 91 Coveney, R. 114–15, 125–6

Dearden, G. 78, 97 ‘Creating a Learning Culture: A

decision-making, study of 73–85 history of change in hospital

deficit model 162, 163 nursing’ (Titchen) 46–8

democracy 24–6, 79, 81 creativity 182

Department for Education and critical scholarship 178

Science (DES) 101–2, 112, Cronbach, L.J. 156

113, 115–16, 122, 128 cross-case analysis 30, 171–2, 173

Department for Education and Csikszentmihalyi, M. 98, 189

Skills (DfES) 153, 158, 167, Cubação 39, 40

Cuban, L. 176 Department of Trade and Industry cultural invasion 34

(DTI) Micros in Schools cultural legitimacy 39

Scheme 89, 111, 154 cultural reproduction 20–1

Desforges, C. 114, 120, 121–2 cultural tools 21–2

‘developing’ countries 32–40, 60 culture

Developing IT in Teacher cultural divide in INTENT

Education (DITTE) series project 120–1

ACTION RESEARCH developmental work research

empathy 57–9 (DWR) 21–2

Employment Department (ED) Dewey, J. 12, 50

130, 131, 134 dialectical interpretation 30,

Engeström, Y. 21–2, 186 101–4

episteme 149 digital video 190–1

equality of opportunity 5 Dillon, G. 156

ethnocentrism 39 discourses 18–19, 25, 139

ethnomathematics 39 issues of discourse and inter-

Eurocentrism 26 cultural dialogue in PELRS

evaluation

191–2 approaches to 122–3 dissemination of research

COMEX 132 COMEX 149–50

independence of 163–5, 167 ICT Test Bed Evaluation 160,

of a national programme 153–4 161, 165

see also ICT Test Bed INTENT 123–4

Evaluation PALM Project 100, 101, 103–4,

Evans, N. 135 110

evidence-based practice 5 PELRS action research 177

evidence for learning, distributed cognition 22, 185, 189

assumptions about 121–2 division of labour 186–7

Evidence for Policy and Practice documents, lengthy 140

Information (EPPI) reviews 5 double-loop learning 21, 53

existing knowledge, exploratory Doyle, W. 162

engagement with 7 Dreyfus, S.E. 28, 29, 148

extended epistemology 44 dynamic networking 19–20

external qualitative reports 156, 158, 163–4 Ebbutt, D. 19, 130, 131, 144, 151

‘“Eyes of a Fly, The”: An EDU 135, 136, 141, 143–4

experiment in collaborative Education Action Zone 179

research’ (Somekh) 74–85 education policy 4–5, 182 evaluation 154

facilitation of action research see also ICT Test Bed Evaluation

163–5 ego 15

Faculty Heads 79, 80, 83–4 elderly people 45

Fals-Borda, O. 26, 35–6, 53, 60 Eliot, T.S. 199

false consciousness 20 Elliott, J. 13, 15, 17, 19, 20, 28–9,

fees, students’ 133, 137

31, 47, 53, 59, 62, 64, 86, Feldman, A. 14, 158

91, 93, 108, 114, 130, 131, field theory 52, 54 135, 139, 141, 147

flexible cycles 6 emancipation 22–4

flow 98, 189, 191 emancipatory action research 13,

follow-up interview study 173–4

15, 19 formative feed-back 155 emotion 28–9

Foucault, M. 18–19, 20, 139

INDEX

Freire, P. 33, 34, 39, 43, 50, 60 Goldstein, G. 122, 123, 128 Freud, S. 15

Graves, D.H. 99 friction see tensions

Greene, J.C. 156 From Competence to Excellence

Greenfield, T.B. 77 (COMEX) 130–52

GridClub website 189 COMEX Newsletter 136

Griffiths, M. 26 Consortium Group 133, 140,

grounded theory 78 142–3

Groundwater-Smith, S. 21 cultural divide between university and companies

Habermas, J. 12–13, 18, 78 139–41

Hamill, A. 114 knowledge outcomes 146–50

Haraway, D. 27 multi-level, inter-cultural

Harrison, C. 176 change initiative 131–45

Head of Upper School 79, 80, research issues for central team

headteachers 166 retrospective commentary

health care settings 41–50, 60 150–2

health policy 42 Steering Group 134–5, 139

Her Majesty’s Inspectorate (HMI) tensions 135, 140–5, 150–1

119, 122, 128–9 transitions in training and

higher education challenges to status quo

COMEX see From Competence 141–3

to Excellence ‘From Measuring Clouds to Active

INTENT see Initial Teacher Listening’ (Rutter) 57–9

Education and New Frost, R. 66

Technology (INTENT) Fullan, M.G. 114

Project Hill, G.B. 114 Gadamer, H. 12, 13

Hinsdale, M.A. 48–50, 56, 60 Garfinkel, H. 15, 151

historical context 8 Geertz, C. 197

Hopkins, D. 59 General Teaching Council for

Horton, M. 43, 50, 60 England (GTC) 177, 181

House, E.R. 154 generalization 3, 27–8

Human Relations 52 generalized other 16

human resource strategy 51–2 generic competence attributes

Hutchins, E. 22 147–8, 149–50

hybrid managers 142 generic pedagogic framework (GPF) 188–9, 191–2

I 16

Gergen, K.J. 26 ICT Educational Research Forum Giddens, A. 20, 27–8, 180, 193

Glaser, B. 78 ICT Test Bed Evaluation 153–74 Glover, M. 114

designing a supportive Goffman, E. 151

evaluation 155–6

ACTION RESEARCH first two years 157–61

Initial Teacher Education and New future possibilities 173–4

Technology (INTENT) integrating action research

Project 112–29, 151 with ICT Test Bed project

aims 115–16 work 167–8

balance between development knowledge generation 171–2

work and research activities purposes of action research

designing a collaborative action reporting 169–71, 174

research project 114–20 research issues for action

findings in relation to research support team

innovation of IT in teacher 161–71

education 124–5 Stakeholders Conference 170

knowledge outcomes 123–6 support materials 159, 173

retrospective commentary id 15

126–9 ideal speech situation 12–13, 78,

Strategy Cards 123

80 working tensions 120–3 ideological context 8

innovative pedagogies see Image 102

Pedagogies with E-Learning Images of Professional Development

Resources Project (PELRS) (Walker) 36–8

insider action research 61 ImpaCT2 evaluation 175–6, 181

insider-consultants/students 131, impacting generic competence

attributes 147–8, 149–50 institutional structures 20–2 incentives 159–60

integration of research and action independence of evaluation

163–5, 167 integrating action research with information and communication

ICT Test Bed project work technology (ICT) 2, 175–6

167–8 adoption of computers 16

interactions, curriculum and computer as cognitive tool 106

computer as neutral tool 105–6 interactive whiteboards (IWBs) computer as tutor 105

172, 181 impact on general life 176

inter-cultural dialogue 191–2 PALM Project see Pupil

internet 193–4 Autonomy in Learning with

inter-personal generic competence Microcomputers

attributes 147–8, 149–50 PELRS see Pedagogies with

invitation to tender (ITT) 153–4 E-Learning Resources Project

Ireland, D. 15, 98 as subject in its own right vs as

It Comes from the People (Hinsdale, tool for learning in all

Lewis and Waller) 48–50 subjects 180–1

Ivanhoe Town, Virginia, USA information literacy 193–4

INDEX

James, A. 189 Lave, J. 23, 185, 189 Jessel, J. 114

leadership 165, 166 John Radcliffe Hospital, Oxford

league tables 162, 163 41–2

learning 4

Journal for IT in Teacher Education from action research in context (JITTE) 124

of blame culture 162–3 Journal of Teaching and Technology

assumptions about evidence for in Education (JTATE) 124

121–2 classroom study of poetry Kant, L. 108

teaching and 63–73 Kemmis, S. 13, 15, 19, 22, 29, 43,

co-learning 188, 189, 190

47, 59 engendered by action research 8 Kemp, P. 45

personalization of 182 Kitson, A. 41

socio-cultural theories of 23–4 Klausen, T. 22

transformative see Knijnik, G. 38–40, 60

transformative learning knowing, ways of 29

learning by doing 12 knowledge

learning culture 46–8 development of 7

learning events 179, 188 exploratory engagement with

learning focus 188, 189 existing knowledge 7

learning organization 21, 141 popular knowledge and

learning outcomes 188, 189–2 academic knowledge study

lesson planning 187 38–40

Lewin, C. 153, 157, 158, 173 practitioner knowledge 146–7

Lewin, K. 11, 12, 19, 47, 52, 54 tensions between universities

Lewis, H.M. 48–50 and companies in COMEX

liberal-humanist tradition 59 143

link researchers 157–8, 158–9, knowledge acquisition 149

160, 169–70 knowledge generation 198

listening, active 57–9 in action research 27–30

literacy hour 183 COMEX 146–50

Liverpool Polytechnic 127–8 health, social care and

‘living through the looking glass community settings 44–5

and looking back on ICT Test Bed Evaluation 171–2

Wonderland’ metaphor 4–5, INTENT 123–6

PALM 100–6, 109 local businesses see From knowledge transfer 155

Competence to Excellence (COMEX)

labour 13 local education authorities (LEAs) land reform 38–40

107–8 language 184

local theology 48–50 Laurillard, D. 78, 97

logo programming 175

ACTION RESEARCH Luce-Kapler, R. 23, 30

PELRS 189–95 Lukes, S. 17

social justice and democracy

MA in Professional Development methodological principles 6–8, 136, 146

MacDonald, B. 131, 145, 154 Meyer, J. 45 Maclure, M. 147, 197

Microelectronics Education Malen, B. 18, 126

Programme (MEP) 89, management 126, 165, 166

110–11 hybrid managers 142

micro-politics 18, 126 see also senior managers

Micros in Schools Scheme 89, Manchester Metropolitan

111, 154 University 154, 177

Mills, C.W. 180 Marshall, M. 102–3

mixed-methods research 156 Marx, K. 20

Mora-Osejo, L.E. 26, 35–6 mathematics 38–40

motivation Mavers, D. 153, 154, 157, 158,

for schools’ participation in 173

action research projects McClellend, D. 147

McIntyre, D. 41, 42 staff roles and 81–2 McNamara, O. 25

multiple levels of action research McNiff, J. 59

McTaggart, R. 43, 47 multiple selves 17 me 16

Munn-Giddings, C. 43 Mead, G.H. 12, 15–16, 50, 151

Murray, D. 23 meanings, unanticipated 198

Murray, H. 52 mediating tools 21–2 activity theory 185–9

NAACE 182 GPF 188–9, 191–2

naming

technologies as 184–5 colleagues in action research medical model 42

197–8 mental illness 45

schools/colleges 158, 163–4 metaphor analysis 98

narrative 196–7 methodological issues 8, 11–30

National College for School action research for agency in

Leadership (NCSL) 177 organizational change 19–22

National Council for Educational collaboration and

Technology (NCET) 91, 101, emancipation 22–4

112, 113, 115–16, 128 ICT Test Bed Evaluation 173–4

National Curriculum 101, 104, knowledge generation 27–30

110, 183, 192 nature of action 11–14

National Grid for Learning 181 nature of power 17–19

national programme evaluation nature of the self 14–17

see ICT Test Bed Evaluation

INDEX

National Writing Project in cultural divide in COMEX England 99

139–41 naturalistic generalization 29

Pasmore, W. 54 Netherhall Software 89, 90

patient-centred nursing 41 neutral tool, computer as 105–6

pattern analysis 15, 98 Noffke, S. 24, 28, 149, 157–8, 178,

Pearce, D. 135 199

Pearson, M. 24, 177, 179–80, nominal group technique 57–8

184–5, 189, 191, 192–3, 194 Norris, N. 147

pedagogic change 172 nous 29, 149

Pedagogies with E-Learning November, A. 175, 194

Resources Project (PELRS) numeracy hour 183

175–95 nursing 41–2, 46–8

action research design Nuttall, W. 114

178–89 action research in design of object 185–7

PELRS 178–80 GPF 189, 190

activity theory 185–9 objective correlative 199

Advisory Board 177 Ofsted inspections 166

barriers to change 193–5 oppression 34–5

issues of discourse and inter- oral work 67, 69

cultural dialogue 191–2 organizational culture 127–8

issues of power and autonomy organizational learning 21, 52–3,

in role of pupil researchers 141

192–3 outcomes, learning 188, 189, 191–2

issues of power and ownership ownership 189–91

189–91 overview 177–8 PALM Project see Pupil Autonomy

structuration theory 180–2 in Learning with

technologies as mediating tools Microcomputers

184–5 Palmleaves 100, 101

theories of pedagogy Papert, S. 175

182–4 Parkside Community College

pedagogy, theories of 182–4 62–88

performance indicators 122–3 study of classroom teaching

personalization of learning 182 and learning 63–73

Peters, T.J. 142 study of power and decision-

phronesis 148, 149 making 73–85

poetry 63–73 participatory action research (PAR)

poietike 29

35, 36, 50, 53 Polanyi, M. 147 partnerships 6–7, 21, 87, 109

policy context 4–5 between teachers and

see also education policy; researchers in PELRS 179–80

health policy

ACTION RESEARCH policy evaluation see ICT Test Bed

Dynamic Model for a Evaluation

Transforming Pedagogy for policy-makers 128–9

Information Technology 104–5 political context 8

Extension Project 101–2 politicization of work practices

getting teachers involved 94–6 45–6

investigation of effective use of Ponder, G. 162

computers in schools 90–2 ‘Popular Knowledge and

knowledge generation 100–6, Academic Knowledge in the

Brasilian peasants’ struggle research issues 96–100 for land’ (Knijnik) 38–40

research question 96–7 Posch, P. 19–20, 53

retrospective commentary power 17–19, 25, 151

106–11 issues of power and autonomy

writing 99–100 in role of PELRS pupil

pupil researchers 184–5 researchers 192–3

issues of power and autonomy issues of power and ownership

in role of 192–3 in PELRS 189–91 study of power and

Qualifications and Curriculum decision–making in school

Authority (QCA) 177, 187 73–85

quality 144 practitioner knowledge 146–7 Pratt, J. 91

racism 37–8 praxis 29, 34, 149, 178

reading 178 prehension 14

poetry 67 primary teachers 166, 172

reality 11–12 process curriculum 182–3, 192

phenomenological view 77 professional development 36–8,

Reason, P. 59 59–60

re-casting barriers 150–1 professionals, and multiple selves

reflection 13

17 learners’ reflection on own progressive focusing 78, 79, 97

learning 182 Prout, A. 189

on practice 8 Pryor, J. 107

retrospective reflections 166 Pupil Autonomy in Learning with

reflection in action 53 Microcomputers (PALM)

reflective journal 162 Project 14–15, 17–18, 22–3,

reflexivity 7 24–5, 89–111, 157

regimes of truth 18, 139 aims 90

relational responsibility 26 conferences 100–1, 102

reliability of data 164 data analysis 97–8

reporting 169–71, 173 developing the methodology

research journals 14, 161 92–4

research leaders 158, 160, 174

INDEX

research question 96–7 senior managers 113, 117, 119, residential teaching blocks

sensitivity 164 resistance to change 16, 20–1,

settings for action research 31–61 181–2

business settings 50–9, 61 respect 164

health, social care and roles

community settings 41–50, PELRS and 187–8, 189

staff roles 77–85 ‘southern’ or ‘developing’ routines 15

countries 32–40, 60 disruption by introduction of

Shared Perspectives 104 computers 16

Sharples, M. 194 rules 186–7

single-loop learning 53 Russell, T. 15, 98

situated cognition 185, 189 Rutter, K.A. 57–9, 61

situational understanding 13, 17,

28, 29, 148 Salomon, G. 22

Smith, J.K. 11–12 Salzeber, S. 20

social care settings 41–50, 60 Sandholtz, J. 175

social engineering 45 Saunders, L. 178

social justice 5, 7, 24–6 scholarship 26

action research in ‘southern’ Schön, D.A. 15, 147, 148

countries 36–8, 39, 60 schools

and politicization of work PALM Project see Pupil

practices 45–6 Autonomy in Learning with

social psychology 12 Microcomputers

social transformation, vision PELRS see Pedagogies with

of 7

E-Learning Resources socio-cultural theories 21–2 Project

socio-technical approach 54–6 study of power and decision-

software problems 194 making in school 73–85

Somekh, B. 16, 17, 18, 21, 23, 24, Schools Council 59

28, 29, 59, 94, 102, 104–5, Schostak, J. 14

123, 124, 125–6, 149, 154, Schutz, A. 47

171, 181, 183, 189, 191 Seaborne, P. 118, 119, 122, 123,

classroom study 63–73 128

experience of business settings secondary teachers 166

self experience of teacher research construction as powerful 151

8–9, 62–88 distributed definition of 7

involvement in health 41–2 nature of 14–17

study of power and decision- researcher’s 7

making in school 73–85 Selwyn, N. 176

visit to Brazil 32–3 Senge, P.M. 21, 53, 141, 142

visit to South Africa 33–4

ACTION RESEARCH sophia 149

teacher-evaluators 174 South Africa 32–3, 35, 36–8

teacher-learner interactions 183 ‘southern’ countries 32–40, 60

Teacher-Pupil Interaction and the staff development tutors 113, 117,

Quality of Learning (TIQL) 118, 119–20 124, 125–6

Project 62, 63, 64, 74, 75 staff roles 77–85

Teacher Training Agency 5 Stenhouse, L. 30, 141, 171–2, 183

teachers

stepping stones 104 action research and Stevenson, R.B. 149

professional development strategic management 57

59–60 Strauss, A. 78

assumptions about action Stronach, I. 25, 195

research and 166 structuration theory 20

as co-researchers in PELRS and design of action research

179–80, 189–91 in PELRS 180–2

culture discouraging leadership Stuart, T.H. 157

role in research 193 successful companies 142

erosion of power 18–19 Sumara, D.J. 23, 30, 158

getting teachers involved in Summers, H., ‘My Old Cat’ 70–2

PALM Project 94–6 super-ego 15

professional development in Support for Innovation Project

South Africa 36–8 (SIP) 3, 89, 114

research-based profession 107 support materials 159, 173

value of research by 86 support strategies 94–6

workload 108–9 supportive evaluation 154

Teacher’ Research Panel 5 designing for ICT Test Bed

Teachers Training with Evaluation 155–6

Technology (T3) initiative Susman, G. 54–6, 61

symbolic interactionism 16 Teachers’ Voices series 15, 100, 101 symmetrical distribution of

‘Teaching Poetry for control 80, 81

Understanding for the ‘O’ systemic change 19

Level Cambridge ‘Plain Text’ Literature Syllabus’

Tabberer, R. 93, 108, 128 (Somekh) 65–73 tape-recordings 64, 88, 99–100

techne 29, 149 Tapsfield, A. 118, 128

technical expertise, pupils’ 184–5 Tavistock Institute of Human

technical problems 194 Relations 52, 54

Technical and Vocational Taylor, C. 114

Education Initiative (TVEI) Taylor, F.W. 57

89, 111 teacher education 18

tensions 23, 24 INTENT see Initial Teacher

COMEX 135, 140–5, 150–1 Education and New

INTENT project 120–3 Technology

Terhart, E. 78

INDEX

Thaler, M. 29, 149 University of Cambridge Local themed frameworks 188, 190, 192

Examinations Syndicate theories-in-use 53

(UCLES) 177–8 theory 28–9

University of East Anglia (UEA) see thinking skills 182

From Competence to Thinksheet 100

Excellence (COMEX) Thomas, D., ‘Do Not Go Gentle

University of the Western Cape into that Good Night’ 72

(UWC) 33–4 Tickner, L. 91, 114, 120

Using IT Effectively in Teaching and Titchen, A. 41–2, 46–8, 60

Learning (Somekh and Davis) TLRP 184

tools mediating see mediating tools

values 127, 140 computer as neutral tool 105–6

Van Maanen, J. 197 Torrance, H. 107

Vaughan, G. 114 Tragesser, R.S. 14

Ve, H. 12

training 139, 141–3 Verela, J. 39 see also From Competence to

video recordings 190–1 Excellence (COMEX)

Vygotsky, L.S. 21, 184 transcriptions 88 data analysis 97–8

Wadsworth, Y. 43, 44, 45, 60 transformative learning 182

Walker, M. 24–5, 26, 33, 36–8, 45, outcomes 188, 189, 191–2

PELRS and models of 193–4 walled garden 104 transmission model of pedagogy

Waller, S.M. 48–50 181

Waterman, H. 43 Trist, E. 52, 54–6, 61

Waterman, R.H. 142 Trotter Report 112, 129

Wenger, E. 23–4, 189 trust 164–5

Wertsch, J.V. 16, 21 truth 11–12

Whitehead, J. 14, 59 tutor, computer as 105

Whitelaw, S. 43 twilight sessions 95–6, 159

Whitty, G. 114, 115, 121–2, 123, 125–6 Ultralab 160

whole class teaching 181 unconscious 15

Wildavsky, A. 154 understanding

Winter, R. 29, 43, 59, 78, 80, classroom research on poetry

teaching and learning 69–72 Woodd, M. 51 situational 13, 17, 28, 29, 148

Woodrow, D. 164 Underwood, J. 156

work 13

United States of America (USA) work-based degree programmes coalmine study 54–6

see From Competence to T3 initiative 175

Excellence (COMEX) Excellence (COMEX)

ICT Test Bed Evaluation 169–71 PALM Project 99–100

Zamorski, B. 132, 133, 135, 138, 142, 145

Conducting Educational Research series Editor: Harry Torrance

BECOMINGARESEARCHER