"The teacher who works for or allows status quo is the traitor. Purposeful change is the new norm in teaching" [Fullan, M., 1993. Change Forces: Probing the Depths of Educational Reform. Falmer, London.]. The University of Sindh, Jamshoro, Pakistan (USJP) is the main provider of tertiary education in English in the province of Sindh.…

This article situates Reggio Emilia's municipally funded early childhood program within the city's cultural traditions of resistance and collaboration and considers what it is about this highly localized program that is appealing and useful to contemporary school reform initiatives. Five features of Reggio Emilia's approach to early education are…

Current educational instability requires the educational researcher to become an historical actor offering advice for change and innovation rather than merely a neutral actor. (ND)

Article outlines the roles and responsibilities of educational researchers and educators as well to promote cooperation between the school and the researchers. (GB)

This paper is concerned with the relationships between educational research, policymaking, and educational change. It takes its title from the prevailing stereotype of educational research as a mirror seeking to reflect the realities of the task of teaching. (Author/KC)

A professor/educational researcher describes the organizing principle that has centered his work as a practitioner and researcher, discussing how stability and change interact over time in education, looking at the linkage between dilemmas and change, and noting the significance of such research for the improvement of teaching and schooling. (SM)

Canberra Institute of Technology implemented a project to improve assessment using teacher-developed action research. Outcomes included a shift in teaching perspectives and pedagogical assumptions and the establishment of a culture of concern for high-quality assessment. (SK)

This article addresses the methodological challenges faced in a pilot study of the processes and cultures of inclusion and exclusion in two primary school classrooms. The authors, who were the research team, engaged with a range of practical and ethical challenges, some of which face any researcher entering classroom contexts and some of which…

This article discusses the nature of innovations in the educational community and how educational changes are made. Recent research documents ongoing change with new innovations coming and going with little or no concern for their efficacy or importance. The article describes some of the possible reasons why education goes through fairly continual…

The meaning of university and, subsequently, academics' working conditions are rapidly changing as knowledge economy and globalisation discourses continue to deepen across the Western world. Higher education and research agendas are increasingly staged in the discursive universe of knowledge economy language: common strategies and harmonisation…

This paper focuses on the Teachers Network Leadership Institute (TNLI), an initiative designed to bring the voice of teachers into the educational policy arena through teacher action research. We view teachers' research on teaching and on school processes as an important means through which to expose the various sources of tension between policy…

What is Critical Race Theory (CRT) and what does it offer educational researchers and practitioners outside the US? This paper addresses these questions by examining the recent history of anti-racist research and policy in the UK. In particular, the paper argues that conventional forms of anti-racism have proven unable to keep pace with the…

Qualitative measures were developed within a Principal-Teacher Interaction (PTI) study by the Research and Development Center for Teacher Education, University of Texas at Austin, concerning the role of the principal and process of change as it occurs in school settings. Methodologies for data collection and analysis included quantitative measures…

This guide defines action research and provides historical and theoretical contexts for its use. Specific advice is given for the teacher-researchers engaging in action research, and a case study provides an extended example of the action research process. The chapters are: (1) "Understanding Action Research"; (2) "Deciding on an Area of Focus";…

Discusses teachers who question the happenings in their classrooms and answer their questions through classroom research. Argues that these teachers will continue to learn about their students and the teaching/learning that occurs within their classrooms, schools, and profession. Offers suggestions on how to initiate a teacher/researcher effort.…