Abstract
Abstract The existing literature provides only limited methodological guidance on how to research the dynamics of school change. In addition, traditional research methods such as interviews, questionnaires and observations are too cumbersome and time‐consuming in disclosing the intricacies of the change process. A grant from the ESRC was sought to remedy this important lacuna. As a result six new techniques for mapping the process of change in schools have been developed. The techniques cluster around two key elements in the change process: the individual teacher and the school as an institution. The techniques are divided into two series: Series 1: Individual (teacher) level (Technique 1, The Time Line of Change; Technique 2, The Experience of Change; Technique 3, The Initiation of Change) and Series 2: Institutional (school) level (Technique 4, The Culture of School; Technique 5, The Structures of School; Technique 6, The Conditions of School). There is a description in the paper of the conceptual ratio...
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