"Trust the Teachers, Mother!": The Leading Learning Project in Leeds

Autor/in	Beckett, Lori
Titel	"Trust the Teachers, Mother!": The Leading Learning Project in Leeds
Quelle	In: Improving Schools, 15 (2012) 1, S.10-22 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480211433723
Schlagwörter	Social Justice; Poverty; Poverty Programs; Educational Change; Foreign Countries; Government Role; Teaching Conditions; Women Faculty; Teacher Researchers; Participative Decision Making; Educational History; College School Cooperation; Disadvantaged Youth; Educational Policy; Faculty Development; Australia; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Armut; Armenfürsorge; Bildungsreform; Ausland; Lehrbedingungen; Unterrichtsbedingungen; Frauenakademie; Weibliche Gelehrte; Lehrerforschung; History of education; Bildungsgeschichte; Benachteiligter Jugendlicher; Politics of education; Bildungspolitik; Australien; Großbritannien
Abstract	This article is concerned to respond to recent UK governments' attitudes to teachers, who are predominantly women, and who are denied a voice and sense of professionalism. It looks to the role of teacher research in school decision-making, including school improvement, historically in England, which set a pioneering example in years before the Thatcher government, and in Australia, where it became a central logistical feature in generations of "poverty programs", as well as the current conjuncture. It documents recent efforts to build school-university partnerships for school improvement geared to support teachers' knowledge-building about working with disadvantaged pupils who are disengaged and under-achieving. It maps the educational political context, framed by the global neo-liberal policy agenda, and charts efforts to support school staff develop a research perspective on the complexities of schools' work in a system geared to a relentless focus on attainment targets, performance, and school league tables. It develops a responsive theoretical-strategic framework for a local north of England "knowledge-building programme" of continuing professional development (CPD) with optional accreditation, intended to counter the system's lack of a broad and creative pedagogical "imaginary". The resultant project is inspired by a democratic impulse and progressive social justice goals to facilitate learning about what this Leeds network of schools needs to be doing itself to address issues of concern about pupils marked by poverty and deprivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10