Abstract
Abstract A case study of a lengthy and potentially disruptive experimental research project is used to examine ways in which the interests of researchers and schools may be reconciled. Attention is drawn particularly to the importance of joint recognition of the legitimacy of both sets of objectives. The pivotal role of a research assistant/teacher in facilitating sensitive and flexible responses to problems confronting both the research project and the school is discussed. Unexpected social benefits to the school arising from our implementation of the research assistant/teacher role are described.
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