What can be done to foster positive attitudes towards, and engagement in, research by teachers so that this increased “research capital” can in turn result in improvement dividends? This ambition is explored in this article and illustrated through a case study of three schools working together within the Chestnut Learning Federation.
Create an account to read this article
- Purchase and Download today
Register for free
No Credit Card required
- Register for free
- Access to 3 free articles
- Free TeachingTimes Report every month