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By Donald Kennedy

ISBN-10: 0674002229

ISBN-13: 9780674002227

Analyzing instructing, graduate education, examine, and their moral context within the learn collage, Donald Kennedy, former President of Stanford college and presently a school member, means that significant reform can't happen until eventually extra rigorous criteria of educational accountability are embraced by means of either college and the management. With imaginative and prescient and compassion, he deals a huge antidote to contemporary assaults from with no that decry the college and the professoriate.

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It is the link with schoolimprovement processes which is crucial to an understanding of why collaborative enquiry is such an important concept. School improvement and the transformation agenda are about change, but that change must be managed in such a way that it not only achieves its intended outcomes but also strengthens the capacity of staff in the 22 Improving Schools Through Collaborative Enquiry school to deal with the challenges they will continue to face in the context of the developing 'knowledge society'.

Collaborative enquiry is 'socially complex' because it requires practitioners both to work together in depth to research, question, discuss and reflect on their own practice, and at the same time investigate the knowledge that already exists about their chosen focus as well as work together to make sense of their own knowledge and external knowledge and research. Effectively it is a group of peers facilitating learning for each other, and being honest with each other about their own practice and beliefs.

The key elements in the research and knowledge base about school improvement which provide the context and the incentive for collaborative enquiry are discussed below. They include: • the move towards 'authentic school improvement' A shift from national initiatives to a 'third stage' of school improvement which David Hopkins describes as 'authentic school improvement'; • the implications of the knowledge society An emphasis on the development of a school culture that is able to respond to the complex and rapidly changing context in which schools work, particularly given the implications of the knowledge society (see p.

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Academic duty by Donald Kennedy


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