References and notes
- Kirk , D. 1985 . Researching the Teacher's World: A Case Study of Teacher‐Initiated Innovation , Unpublished Ph.D. thesis, Loughborough University . The names of the school and the teachers have been changed to maintain confidentiality. A complete account of the innovation at Forest School can be found in
- Stenhouse , L. 1980 . Curriculum Research and Development in Action , London : Heinemann Educational Books . For a collection of accounts of projects, see
- Almond , L. 8‐11 December 1983 . Teaching games for action research. Paper presented at the Alliance internationale école supérieur d'éducation physique 8‐11 December , Rome (International Congress for Teaching Team Sports)
- Skilbeck , M. 1976 . “ School‐based curriculum development and teacher education policy ” . In Organization for Economic Co‐operation and Development Teachers as Innovators 74
- Havelock , R. G. 1971 . Planning for innovation through the dissemination and utilization of knowledge , Ann Arbor, MI : Center for Research and Utilization of Knowledge . There are similarities between this notion and Havelock's PS model of diffusion of innovation. See
- Schon , D. A. 1971 . Beyond the Stable State , London : Temple Smith .
- Stenhouse , L. 1975 . An Introduction to Curriculum Research and Development , London : Heinemann Educational Books .
- Nixon , J. 1981 . A Teacher's Guide to Action Research , London : Grant McIntyre .
- Doyle , W. and Ponder , G. A. 1977‐1978 . The practicality ethic in teacher decision‐making . Interchange , 8 ( 3 ) : 1 – 12 .
- Hamilton , D. 1973 . At Classroom Level , University of Edinburgh . Unpublished Ph.D. thesis
- Smith , L. M. and Keith , P. M. 1971 . Anatomy of Educational Innovation: An Organizational Analysis of an Elementary School , New York : Wiley and Sons .
- Olson , J. K. 1980 . Innovative Doctrines and Practical Dilemmas: A Case Study of Curriculum Transition , University of Birmingham . Unpublished Ph.D. thesis
- Finch , M. E. 1981 . Behind the teacher's desk: The teacher, the administrator, and the problem of change . Curriculum Inquiry , 11 ( 4 ) : 321 – 342 . Finch's study is one exception. See
- House , E. R. 1974 . The Politics of Education Innovation , 67 Berkeley : McCutchan . For example, see
- This does not mean that all innovation is created outside schools. See note 16.
- Of course, some may argue that this is because there is no innovation created by teachers and schools. However, this is a contentious issue only likely to be resolved by recourse to empirical evidence. On the basis of my own professional experience as a school teacher, I would argue that innovation is a common occurrence‐at various levels and on various scales‐amongst teachers, as a part of their professional task.
- Scottish Education Department/Consultative Committee on the Curriculum . 1977 . The Structure of the Curriculum in the Third and Fourth Years of the Scottish Secondary School , Edinburgh : HMSO . Scottish Education Department/Consultative Committee on the Curriculum (1977) Assessment for All(hmso Edinburgh).
- Scott , E. 1978 . A Review of School‐Based Assessment in Queensland Secondary Schools , Brisbane : Board of Secondary School Studies .
- Smith and Keith (1971), p. 38 (see note 11).
- Ibid. 31
- A note of caution is necessary here; it is important that the reader does not infer that the formal doctrine expresses a ‘true’ or ‘consensus’ view of the innovative idea. The issue of disparate conceptions of the innovative idea among the case study teachers is an important feature of TII which is discussed in Section 4 of this paper. At the same time, the notion of ‘formal doctrine’ is important. One function the formal doctrine serves is to present the public face of the innovation in a lucid, conscious and coherent manner. As such, it is a vital element in the reader's understanding of the innovative idea.
- It should be noted that although Section 1 draws extensively on these documents, these cannot be acknowledged in the normal manner for reasons of maintaining confidentiality.
- Smith and Keith (1971), p. 21 (see note 11).
- Ibid. 48 – 52 .
- Ibid. 46
- The term ‘health‐related fitness’ (hrf) is used here for consistency's sale, and to reduce possible confusion; as we shall see, however, the case study teachers used various terms to refer to the innovative idea.
- Smith and Keith (1971), (see note 11).
- Ibid. 25
- Peters , R. S. 1966 . Ethics and Education , 237 – 265 . London : Allen and Unwin . For clarification of the notion of ‘authority’, see
- House (1974), p. 50 (see note 14).
- Schutz , A. 1962 . Collected Papers , Vol. 1 , 12 The Hague : Martinus Nijhoff . See Schutz on the ‘We‐Relationship’
- Smith and Keith (1971), p. 49 (see note 11).
- LoRTIE , D. 1975 . Schoolteacher , 101 – 103 . Chicago : University Press . The notion of ‘recognition’ is given more extensive treatment than space allows here in Kirk (1985), Chapter 7 (see note 1). It is important at this point to note its significance for teachers in the context of innovation. See also
- Smith and Keith (1971), p. 38 (see note 11).
- See Schutz (1962), pp. 216‐217 (see note 31).
- Ibid. 17 – 18 . 25 Schutz notes the effects of increasing typification on anonymity.
- The following analysis owes much to Smith and Keith's ‘Structural dimensions of the formal doctrine’ in Smith and Keith (1971), p. 38 (see note 11).
- Ibid. 40
- Ibid. 41 – 42 .
- Ibid. 46
- This is not the same as saying the informal doctrine is merely the unwritten version of the formal doctrine—it only contributes to its goals through the existence of shared ideals. This still permits incongruence between the versions of the concrete situation each relates.
- Smith and Keith (1971), p. 46 (see note 11).
- Ibid. 40
- Schutz (1962), pp. 216‐217 (see note 31).
- Smith and Keith (1971), p.47 (see note 11).
- Ibid. 43
- Schutz (1962), p. 209 (see note 31).