School development


involved in an externally supported development project for which a report is required; or where the school is research-engaged (see below), in which case teachers may be writing for conference presentations and publications, as well as for their colleagues and their own pleasure. The techniques above for adding depth to professional conversation also apply to writing. Additionally, teachers writing about their practice need to be conscious


of the different genres and use them in a structured way. The main genres and their authority bases are summarised in the table below. Normally an article includes several different genres: because each has its own authority base, and invites the reader to different kinds of critical interaction.


Type of Writing Research report Scholarship


Professional reflection Opinion piece Authority Base Empirical evidence


Expert standing of the writers reviewed


Informed professional judgements


According to genre: rational argument, normative exhortation, positioned standpoint


Research engagement In Research Engagement for School Development (Wilkins 2011), I tell the story of how, over the last 10 years or so, some schools have strengthened and deepened their professional culture by evolving into what is becoming known as “research-engaged schools” (a term coined by Handscomb and MacBeath, 2003). A research-engaged school draws critically and selectively on published educational research; conducts its own good quality practitioner research; is happy to be researched; has an outward-facing orientation; and is in the driving seat of these developments. There is nothing new about school-based research: the new elements


in the research-engaged school are the use of external research, and a shift from the involvement of a few keen individuals, to the official, institutional adoption of research-engagement as a matter of policy and strategy. Jane was the headteacher of an infant and nursery school. She and her staff investigated the expectations of new parents about the education


“Research-engaged schools illustrate the old saying that ‘knowledge is power’.”


their children would receive in the nursery. Both the process and the findings had a profound impact on school practice. The research was informed by the Epstein model of school, family and community partnership (Epstein et al, 1997), and it adopted the action research methodology so that actual changes were introduced step-by-step throughout the period of investigation as well as subsequently. Numerous specific factors were explored, such as whether the child had siblings, and whether they had previously been to a playgroup. The school upgraded the importance given to home visits and


induction, and revised the information booklet to give more information about the educational content of the nursery programme. Teaching and support staff gave more time to the family unit rather than just the child, and a parent link teacher was appointed. Premises were refurbished and converted into a centre for parents. Edwin was a newly appointed primary-phase headteacher. He


introduced pupil perception feedback as part of the working practice of the school. Staff were introduced to the concept, questionnaires were designed, discussed with parents and administered; the results were then discussed in a series of staff meetings. A group of primary schools used the techniques of reflective practice to


raise the professional self-image and confidence of classroom assistants. The project involved establishing school-based “practice development groups” of classroom assistants, to encourage professional conversation and to act as a peer group supporting individual investigation and


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experimentation. These were supported by senior school leaders. In the cases which worked particularly well, this was because the headteacher had taken direct personal involvement and interest in the activity, had spent time with the classroom assistants, and had actively supported their learning.


Knowledge is power Research-engaged schools illustrate the old saying that “knowledge is power”. They are more confident about asserting their own educational philosophy and agendas for development; they engage more critically and selectively with top-down initiatives. Their research-engagement draws on external sources of support, but the schools reach a point of maturity where they are the leading partner in those relationships. School autonomy, like other forms of human autonomy, depends on


knowledge – what people find out for themselves, what they learn from other sources, and what they learn about their own options for action.


• Dr Raphael Wilkins is pro director (International Consultancy and Knowledge Transfer) at the Institute of Education, University of London, and president of the College of Teachers. He is author of Research Engagement for School Development. You can order a copy from John Smith’s Education Bookshop on 0207 612 6050 or email ioe@johnsmith.co.uk


References n Anderson, G. and Herr, K. (1999) The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28(5).


n Epstein, J., Coates, L., Salinas, K., Sanders, M. and Simon, B. (1997) School, Family and Community Partnerships: Your handbook for action. Thousand Oaks: Sage.


n Villa, R. and Thousand, J. (1995)Quality Enhancement of Teaching and Learning: Making the LEAP. Perth: Curtin University of Technology.


n Wilkins, R. (2011) Research Engagement for School Development. London: IOE Press.


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