Action Research A Methodology for Change and Development

224 ACTION RESEARCH
sophia 149
South Africa 32–3, 35, 36–8
‘southern’ countries 32–40, 60
staff development tutors 113, 117,
118, 119–20 124, 125–6
staff roles 77–85
Stenhouse, L. 30, 141, 171–2, 183
stepping stones 104
Stevenson, R.B. 149
strategic management 57
Strauss, A. 78
Stronach, I. 25, 195
structuration theory 20
and design of action research
in PELRS 180–2
Stuart, T.H. 157
successful companies 142
Sumara, D.J. 23, 30, 158
Summers, H., ‘My Old Cat’ 70–2
super-ego 15
Support for Innovation Project
(SIP) 3, 89, 114
support materials 159, 173
support strategies 94–6
supportive evaluation 154
designing for ICT Test Bed
Evaluation 155–6
Susman, G. 54–6, 61
symbolic interactionism 16
symmetrical distribution of
control 80, 81
systemic change 19
Tabberer, R. 93, 108, 128
tape-recordings 64, 88, 99–100
Tapsfield, A. 118, 128
Tavistock Institute of Human
Relations 52, 54
Taylor, C. 114
Taylor, F.W. 57
teacher education 18
INTENT see Initial Teacher
Education and New
Technology
teacher-evaluators 174
teacher-learner interactions 183
Teacher-Pupil Interaction and the
Quality of Learning (TIQL)
Project 62, 63, 64, 74, 75
Teacher Training Agency 5
teachers
action research and
professional development
59–60
assumptions about action
research and 166
as co-researchers in PELRS
179–80, 189–91
culture discouraging leadership
role in research 193
erosion of power 18–19
getting teachers involved in
PALM Project 94–6
professional development in
South Africa 36–8
research-based profession 107
value of research by 86
workload 108–9
Teacher’ Research Panel 5
Teachers Training with
Technology (T3) initiative
175
Teachers’ Voices series 15, 100, 101
‘Teaching Poetry for
Understanding for the ‘O’
Level Cambridge ‘Plain Text’
Literature Syllabus’
(Somekh) 65–73
techne 29, 149
technical expertise, pupils’ 184–5
technical problems 194
Technical and Vocational
Education Initiative (TVEI)
89, 111
tensions 23, 24
COMEX 135, 140–5, 150–1
INTENT project 120–3
Terhart, E. 78