This book is about the key role which the teaching profession itself has to play in school effectiveness and improvement. The contributors argue that for genuine school improvement, strategies and approaches must evolve from teachers themselves. Dictates mandated from 'on high' simply will not work. Any approach to school improvement must recognize the complex nature of teachers work, the importance of flexibility and the need for on-going learning to cope with a system marked by unpredictability. Drawing together insights from the school improvement literature, this book argues strongly for teacher research as a central strategy in improving schools and provides illuminating case studies of teacher research for school improvement at whole school, department and classroom levels. The book offers stimulating reading for education managers, classroom teachers and teacher researchers in both primary and secondary schools.