This article examines three projects in which a Higher Education Institution (HEI) worked in partnership with individual secondary schools to support school self-review. Each project was designed and negotiated to meet the needs of the school. External 'visitors' from the HEI worked alongside teachers to gather evidence and develop critical and reflective dialogue as well as working to identify and explore the perspectives of students/learners and other members of the school community. Evidence was presented back to the schools in a variety of forms, supporting accumulation of knowledge through dialogue. The article's discussion is based on a meeting involving representatives of the HEI and the schools, in which the processes and outcomes of the three projects were examined to consider the values of this kind of approach and the lessons learnt. Issues and challenges both for Higher Education and for schools were identified to foster the use of evidence and dialogue in supporting school improvement.
hygiene, parasites, and so on. Reading for pleasure leads to discussing and writing for pleasure and to branching out to other fields of enquiry. Enquiry leads to reading with pleasure.There is no doubt that working in this way poses many practical difficulties. Our hitherto adequate buildings make for classroom isolation which we do not want, visual aids are in constant demand, we want tables instead of desks, we need more space. Many decisions must be made through expediency, but we recognise our problems and deal with them as best we can. As an English specialist, I feel that the second year pupils are anxious to communicate, speak with purpose and have much to say. In my view public examinations in English (particularly the C.S.E.) can be tackled without misgiving, any necessary examination skills will be tackled by the majority as supportive skills to the task in hand-much as making a graph to record survey results was a necessary skill in that particular enquiry.First and foremost, I was concerned with the English Department and over the four terms of our interdisciplinary work, I feel sure that the Department's best interest is well served in this way, to the mutual benefit of staff and pupils.
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