1992．第7卷（Vol. 7）．pp. 106109
Using Action Research to Improve Curriculum and Instruction: Two Case Studies from British Schools
Pamela LOMAX, Steve WORTLEY, & Jane COBLEY
This paper outlines an approach to improving curriculum and instruction in the context of what are seen by many British Educationalists as centralising and technocratising forces that could lead to the deprofessionalisation and de-skilling of teachers. The approach favoured is that of action research. The paper outlines the practice of action research which is supported at Kingston University. Two case studies are presented. These represent the work of two teachers who worked within the teacher-researcher network associated with Kingston. The first is an account of how a Curriculum Coordinator went about the task of introducing Design Technology into an integrated Primary School curriculum. The second is an account of how a Teacher of English in a Grammar School used action research to support the development of her classroom teaching.