ABSTRACT
In this chapter the author's view in learning was to look at a whole-school culture and to understand, from the outside, how to engage teachers in discussing about teaching, learning and individualized instruction, and how they might think about their classroom would look from inside. The teachers began to talk more readily about their students, and what worked and what didn't. The doctoral students were working with their schools, trying to help facilitate discussion on individualized instruction, and the research group was figuring out what questions to ask the teachers and how to obtain quantitative data for use in their research. The project of research exposed to them that they knew little about the complexities of change, and in order for change to happen, the people who needed changing were not just the teachers but the research community as well. The author summarizes that both principals and teachers needed to be a part of the research as partners, not objects.
