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Creating Coalition Schools through Collaborative Inquiry


by Patricia A. Wasley, Sherry P. King & Christine Louth 1995

We are nearing the end of a three-year study of school change which translates collaborative inquiry into a research process to build a school's capacity for change while simultaneously contributing to our understanding of the nature of change and how it is encouraged and supported? What follows is a brief description of collaborative inquiry and a brief history of such inquiry at the Coalition. Then we describe our current research project and we include statements from the perspectives of a principal, a teacher, and a researcher who together are engaged in the process of creating better schools. Our intention is to suggest that the actual process of research can and should be redesigned to contribute to the goals of reform; our experience helps to make clear both the advantages and the difficulties of doing so.


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This article originally appeared as NSSE Yearbook Vol 94, No. 1.


Cite This Article as: Teachers College Record Volume 96 Number 5, 1995, p. 202-223
http://www.tcrecord.org ID Number: 18821, Date Accessed: 10/22/2017 2:33:20 AM

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About the Author
  • Patricia Wasley
    Brown University
    PATRICIA A. WASLEY is Senior Researcher at the Coalition of Essential Schools at Brown University.
  • Sherry King
    Croton-Harmon Schools
    E-mail Author
    SHERRY P. KING, formerly the principal of the school where the work described in this chapter was carried on, is currently Superintendent of Schools for the Croton-Harmon Schools in Croton-on-Hudson, New York.
  • Christine Louth
    Croton-Harmon Schools
    E-mail Author
    CHRISTINE LOUTH, a teacher in the Croton-Harmon Schools, is a Fellow and a member of the National Faculty of the Coalition of Essential Schools.
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