• Login
    View Item 
    •   Home
    • Research Publications
    • Research Centres & Groups
    • Institute of Education Research Collection
    • View Item
    •   Home
    • Research Publications
    • Research Centres & Groups
    • Institute of Education Research Collection
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UDORACommunitiesTitleAuthorsIssue DateSubmit DateSubjectsThis CollectionTitleAuthorsIssue DateSubmit DateSubjects

    My Account

    LoginRegister

    About and further information

    AboutOpen Access WebpagesOpen Access PolicyTake Down Policy University Privacy NoticeUniversity NewsTools for ResearchersLibraryUDo

    Statistics

    Display statistics

    Different schools, same problem What value teacher research and inquiry?

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Authors
    Poultney, Valerie
    Affiliation
    University of Derby
    Issue Date
    2020-02-21
    
    Metadata
    Show full item record
    Abstract
    Robust school leadership is seen as the most effective route by which schools and outcomes for students can be achieved (Greany, 2015). But how does a headteacher of a school graded ‘outstanding’ by the inspectorate maintain the motivation of its teachers to work consistently at this highest level? I am a university academic, and recently I was in conversation with the head of an outstanding secondary school about this issue. He explained that most of his staff are graded as ‘very good’/‘outstanding’, and student outcomes are consistently above the national norm. The school is not aligned with a teaching school alliance, nor is it part of a multi-academy trust (MAT). Networking with other teacher professionals is limited because of a restricted budget for cover teachers and for fear of compromising standards in the long term. We talked about teacher research to encourage staff to engage with wider external networks, in order to keep them motivated about practice. This might open opportunities for dissemination to enable the staff to adopt a more critical perspective on their work. He seemed interested.
    Citation
    Poultney, V. (2020). 'Different schools, same problem: What value teacher research and inquiry?' BERA Bites, 21 February. Available at: https://www.bera.ac.uk/publication/bera-bites-issue-5-research-used-or-produced-in-schools-which-informs-practitioners-most
    Publisher
    British Education Research Association
    Journal
    BERA Bites
    URI
    http://hdl.handle.net/10545/624555
    Additional Links
    https://www.bera.ac.uk/publication/bera-bites-issue-5-research-used-or-produced-in-schools-which-informs-practitioners-most
    Type
    Article
    Language
    en
    Collections
    Institute of Education Research Collection

    entitlement

     
    DSpace software (copyright © 2002 - 2021)  DuraSpace
    Quick Guide | Contact Us
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.