How Sunfield School, a residential special school, created an accessible, meaningful and rewarding process for research work, supported by appropriate ethical guidelines.

Teachers researching their own practice has been advocated since the 1970s, and has its roots in the work of Lawrence Stenhouse (1975). He saw the benefits of creating a body of evidence generated by teachers for teachers to bridge the gap between theory and practice. Creating such an environment within education empowers teachers to become agents of change through being reflective, strategic, investigative and inquiring.

However, for many teachers faced with the challenges of managing day-to-day educational practice, the prospect of conducting research as an additional role can be daunting.

Teresa Whitehurst looks at how Sunfield School, a residential special school, tackled this challenge and created an accessible, meaningful and rewarding process for research work, supported by appropriate ethical guidelines.

Supporting professional educational inquiry in a residential special school

How Sunfield School, a residential special school, created an accessible, meaningful and rewarding process for research work, supported by appropriate ethical guidelines.

Tags: , , , , , ,

Subscribe To Our Newsletter

Subscribe To Our Newsletter

Join our mailing list to receive the latest news and resources from the SEND hub.

You have Successfully Subscribed!

Pin It on Pinterest

Share This