Ian Menter (AcSS) is Emeritus Professor of Teacher Education and was formerly the Director of Professional Programmes in the Department of Education at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage). His work has also been published in many academic journals.Val Poultney is a senior lecturer at the University of Derby. She teaches on initial teacher education and postgraduate programmes. Her research interests include school leadership and school governance with a particular focus on how to develop leadership to support teachers as researchers.

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• Chapter 1: The self-improving school and evidenced-based teaching: the value of researching practitioners Chapter 2: Leading primary school inquiry: what do we need to know about school-university partnerships and ways of working Chapter 3: Case study 1: Peer Critique Chapter 4: Case study 2: Active Learning Chapter 5: Case study 3: Colour-coding for Developing Writing in Year 3 Chapter 6: Inquiry as a vehicle to change school culture Chapter 7: Concluding chapter: What we have learnt References Index

Ian Menter (AcSS) is Emeritus Professor of Teacher Education and was formerly the Director of Professional Programmes in the Department of Education at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage). His work has also been published in many academic journals.Val Poultney is a senior lecturer at the University of Derby. She teaches on initial teacher education and postgraduate programmes. Her research interests include school leadership and school governance with a particular focus on how to develop leadership to support teachers as researchers.

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• Chapter 1: The self-improving school and evidenced-based teaching: the value of researching practitioners Chapter 2: Leading primary school inquiry: what do we need to know about school-university partnerships and ways of working Chapter 3: Case study 1: Peer Critique Chapter 4: Case study 2: Active Learning Chapter 5: Case study 3: Colour-coding for Developing Writing in Year 3 Chapter 6: Inquiry as a vehicle to change school culture Chapter 7: Concluding chapter: What we have learnt References Index

Ian Menter (AcSS) is Emeritus Professor of Teacher Education and was formerly the Director of Professional Programmes in the Department of Education at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage). His work has also been published in many academic journals.Val Poultney is a senior lecturer at the University of Derby. She teaches on initial teacher education and postgraduate programmes. Her research interests include school leadership and school governance with a particular focus on how to develop leadership to support teachers as researchers.

Select Guide Rating

• Chapter 1: The self-improving school and evidenced-based teaching: the value of researching practitioners Chapter 2: Leading primary school inquiry: what do we need to know about school-university partnerships and ways of working Chapter 3: Case study 1: Peer Critique Chapter 4: Case study 2: Active Learning Chapter 5: Case study 3: Colour-coding for Developing Writing in Year 3 Chapter 6: Inquiry as a vehicle to change school culture Chapter 7: Concluding chapter: What we have learnt References Index