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ERIC Number: ED425530
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Theorising School Development: A Dialogical Approach.
Skidmore, David
A recurrent refrain in education is that a restructuring initiative's success hinges on the extent to which the school staff shares goals. An examination of this notion, called the "consensus thesis," is provided in this paper. The report draws on findings taken from a study of two English secondary schools that developed provisions for students with difficulties in learning. For the study, semistructured interviews with cross-sections of the teaching staff were conducted in which teachers were asked to describe and comment on the school's provision for special educational needs. The central question of the paper is whether the consensus thesis is capable of accounting for the processes that were found to be at work in these schools. The report focuses on the educability of pupils, explanations of educational failure and underachievement, the schools' response to student difficulties, teachers' condition of expertise in teaching, and the disparate value system to which teachers appealed. The results suggest that an important property of teachers' speech about schooling is plurality. It seems that in schools where major development initiatives are under way--initiatives that aim to improve provisions for pupils with learning difficulties--that a common feature is the lack of consensus among the teaching staff, which does not support the consensus thesis. (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)