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It is hard for individual practitioners to explore their practice and the issues and questions it raises about learning and teaching, on their own. Practitioners need the support of colleagues to make sense of the complexities of their practice. This book is about how collaborative enquiry can be developed amongst practitioners in schools, and between practitioners across schools. It alsp places emphasis on why it is important to do so. The authors show how a system underpinned by the accumulated knowledge of practitioners can transform learning and teaching.
David Jackson is Director of Research & School Improvement at the National College for School Leadership, University of Nottingham, U.K. Julie McGrane works for the NCSL. Hilary Street is an ISEIC Associate at the Institute of Education, London and editor of the NAHT Leadership Paper Series. Julie Temperley is an independent consultant working in the areas of teacher collaboration and continuing professional development.
Series Editor Introduction Glossary of terms used throughout the text Introduction 1. Collaborative enquiry: why bother? 2. What does 'collaborative enquiry' look like? 3. Enquiry in Action 4. It's an Equal Thing... It's About Achieving Together': Summary Conclusion
