2002
DOI: 10.1080/09650790200200171
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The development of a research culture in secondary schools

Abstract: This article is grounded in several types of empirical qualitative data deriving from a sample of four of the six secondary schools participating in a research partnership with the University of Cambridge School of Education. It is argued that each of the four schools has a research culture that fits within a category that can be described as either emergent, established or establishedembedded. The body of the article sets out distinguishing features of each of these forms of school research culture, and goes … Show more

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Cited by 28 publications
(12 citation statements)
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“…The rationale for such work has been that initiatives to promote teacher research engagement are more likely to succeed if they are based on an understanding of teachers' conceptions of research and of the role research plays in their work. A further related strand of inquiry, particularly in the UK, has focused on the notion of research-engaged teachers and schools (Ebbutt 2001;Handscomb and Macbeath 2003;Hemsley-Brown and Sharp 2003;Barker 2005;Sharp et al 2005;Sharp 2007). One collective finding to emerge from this work is that organizational and institutional factors, and not just teachers' individual attitudes, can also exert a powerful influence on the extent to which teachers can be research-engaged.…”
Section: Teacher Research Engagementmentioning
confidence: 99%
“…The rationale for such work has been that initiatives to promote teacher research engagement are more likely to succeed if they are based on an understanding of teachers' conceptions of research and of the role research plays in their work. A further related strand of inquiry, particularly in the UK, has focused on the notion of research-engaged teachers and schools (Ebbutt 2001;Handscomb and Macbeath 2003;Hemsley-Brown and Sharp 2003;Barker 2005;Sharp et al 2005;Sharp 2007). One collective finding to emerge from this work is that organizational and institutional factors, and not just teachers' individual attitudes, can also exert a powerful influence on the extent to which teachers can be research-engaged.…”
Section: Teacher Research Engagementmentioning
confidence: 99%
“…However, teachers are most likely to be able to engage in action research if there is a culture of action research in their school. Ebbutt hypothesised that it would take ten years for a school to move from no culture of research to an established and embedded research culture [11]. Part of effective professional learning (PL) is trying out new ideas in the classroom and evaluating their effectiveness [33], by carrying out action research or classroom research.…”
Section: Classroom-based Researchmentioning
confidence: 99%
“…Of the 22 teachers joining the project, 7 were primary teachers with 14 secondary teachers and one from middle school (age [8][9][10][11][12][13][14]. All the teachers who did not continue (4) were from secondary education.…”
Section: Participantsmentioning
confidence: 99%
“…Two of the schools in the partnership have a history of engagement in research that goes back 10 years. Elsewhere (Ebbutt, 2000), these two schools are described as having an established research culture. There is variability, but by and large the other four schools have come to research more recently.…”
Section: Introductionmentioning
confidence: 98%