Supporting school improvement through action research
This programme is intended to assist teachers to:
As teachers rarely have knowledge of research methodology, this programme supports them with a simple introduction to the action- research cycle (audit, intervene, re-audit and evaluate) enabling them to plan and reflect on the process of a specific initiative with some element of systematic and rigorous enquiry. In this way, teachers are enabled to extend their skills as reflective professionals, while helping to develop themselves, and colleagues, as members of learning communities. This also provides a model for how teachers may work in future on their own or with other colleagues.
This programme will be of value to all teachers, especially those with posts of responsibility. The programme works best with groups of teachers, across several schools, working on projects which have a common theme, with individual teachers choosing a specific area to address in their own school. Ideally, this programme will be run for a group of schools in a local area, such as that covered by a local authority or multi-academy. This offers an economy of scale for the introductory sessions on methodology, and provides significant opportunities for networking across schools.
TIMESCALE AND COMMITMENT
The central core of the programme consists of:
This can be supplemented where required by support by email and phone.
Each teacher is encouraged to produce a report of around four to five sides of A4 in length, explaining the nature of the initiative, exploring the lessons learnt both in relation to the content and process, and examining the implications for school improvement.
Each school /provider is expected to allow each teacher a minimum of five days of release for work in his/her own school, in addition to the time for attending the central core of the programme.
The intended outcomes are:
Identity, Culture and Belonging: Educating Young Children for a Changing World is due to be published by Bloomsbury Academic in February 2020. Details of how to order are on the Bloomsbury website.
Developing the expertise of primary and elementary classroom teachers -professional learning for a changing world was published by Bloomsbury Academic in January 2018. A paperback version was published in July 2019. Details of how to order are on the Bloomsbury website.
New Perspectives on Young Children’s Moral Education
-Developing Character through a Virtue Ethics Approach was published by Bloomsbury in December 2015. Details of how to order are on the Bloomsbury website.
How do expert primary classroom teachers really work? - a guide for teachers, headteachers and teacher educators was published in 2012. For further details, see the publications section of this website or contact email@example.com
Details of how to order are on the Critical Publishing website.
Download flyer (pdf, 3.3MB).
Thinking Through Pedagogy for Primary and Early Years was published in January 2011. For further details see Thinking Through Pedagogy for Primary and Early Years.
Children's Spiritual, Moral, Social and Cultural Development by Tony Eaude (second edition, 2008)
Enhancing Achievement for Young Bilingual Learners
Download flyer (pdf, 410K) by Tony Eaude, published in March 2007
For more details on how to order these, please contact firstname.lastname@example.org