Whole school inquiry: Evidence-based practice [1]

Publication Type:
Journal Article
Journal of In-Service Education, 2000, 26 (3), pp. 583 - 600
Issue Date:
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This article focuses upon two large concerns: ‘Can whole school inquiry be conceptualised as a powerful form of professional development leading to school improvement?’ and ‘In what ways do the processes which have been adopted contribute to wider discussions of evidence-based practice?’ To illustrate our arguments, a case study of a project currently being undertaken in a large, metropolitan, independent, girls' school in Sydney (referred to as IGS) is presented. Teams of teacher-researchers are working with university-based practitioners to investigate issues associated with teaching and learning, with a view to using evidence to inform the improvement of practice. The presentation foregrounds innovative research methods including: the model of an educational impact study; the conduct of parent focus groups and their relationship to wider data gathering strategies; engaging students as researchers, and the development of professional partnerships among and between teachers. It also discusses the ways in which the various research projects have been accountable through the formation of a research management committee that has involved parent, student and teacher participation. © 2000 Taylor & Francis Group, LLC.
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