This case presents a journey through some of the stages of teacher-led, action-oriented classroom research spurred by a critical reflection of the surrounding educational landscape with the hope of increasing teacher and student agency toward transformation and growth. Pedagogies that are deemed transformative and inclusive were identified through…

This case study explores the lived experiences of 13 academics who taught in one English post-1992 university. Work relationships, workload and perception of the management's support of teaching were investigated via semi-structured interviews. Interviews were transcribed and analysed using interpretive phenomenological analysis. Previous research…

The notion of "qualitative confirmation" is explored in relation to processes and outcomes of qualitative research. The framework developed by S. Miller and M. Fredericks (1994) is applied to a published report of qualitative research into teacher and principal autonomy (S. Glass, 1997) to illustrate the usefulness of this framework for…

Outlines the process by which the government of Alberta (Canada) has compelled educational institutions to accept the introduction of a performance-based funding mechanism in spite of the substantial loss of autonomy the new process entails. Implications of the change are explored, and reasons for it are suggested. (Author/SLD)

Teacher and principal autonomy in public and private secondary schools was studied through interviews with more than 30 teachers and administrators, observations, and document analyses. Results reveal the complexity of the concept of autonomy and challenge the myth that teachers and principals in private schools enjoy more autonomy. (SLD)