Chris Brown introduces the concept of Research Learning Communities and the benefits they can bring.
Practitioner researchers are empowered when they collaborate in their investigations. Vivienne Baumfield explains how communities of inquiry can be developed.
Lindsay Palmer and Nicky Theobald share how an enquiry culture was established within their Teaching School and its Alliance.
Clive Dimmock explores how leadership is vital to developing schools as research engaged communities. Leaders are key to establishing the necessary conditions and structures, as well as tackling barriers. Above all, he argues that by embedding research engagement within the school as a professional learning community, leaders ensure that research knowledge is mobilized to improve practice.
David Godfrey and Graham Handscomb explore the concept of the school as part of an ecosystem and the contribution of research engagement at all its levels.
Jane Flood explores the wide range of factors which influence teachers’ engagement with research, and the dynamic relationship between knowledge mobilization and impact on pedagogic practice. She concludes by providing a practitioner’s checklist to help make research engagement a reality.
Chris Brown and Jane Flood look at how the concept of Theories of Action can make material changes to school performance
Jonathan Sharples and Julie Nelson describe their investigation into teachers’ research engagement. They reveal that, whilst teachers are positively disposed to research, a great deal remains to be done to establish a genuinely evidenced informed culture in schools.
Chris Brown provides guidance on how teachers can bring together learning from research literature with their own practice based knowledge to gain new professional insights.
Research Learning Communities represent a creative, dynamic approach to professional learning. They have been pioneered by Chris Brown from the Institute of Education, University of London (IoE, UCL) and comprise a number of distinctive ingredients. RCLs