Why has practitioner research had such little impact in schools?

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One thing that has always baffled me is how school leaders have marginalised staff involved in research or practitioner inquiry. If a teacher wants to do an MA or PhD in an area related to their own professional development, they are often not given little or no financial or time support. Certainly research has not been a central part of the mission of being a classroom teacher, it has in effect been seen as an expensive hobby.

Many teachers I’ve spoken to have been essentially felt like rogue agents, “pale students of unhallowed arts” wielding dangerous knowledge. Their work is not aligned with a whole school focus and very little of it is even linked with their own professional development.

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How many senior leadership meetings features the phrase “What does the research say?” or even taken the position that it might be something useful? In my experience many younger staff who want to…

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About mrlock

CEO, Advantage Schools
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