ABSTRACT
A proactive teacher-researcher can accomplish a lot on their own, but there can be little doubt that building a school-wide network can amplify the effects. To use a gardening analogy, it is difficult to grow anything without preparing the ground first. In the case of building a research culture in a person's school and beyond, it is important that fellow professionals on the staff are at least interested in research. Holding regular meetings brings certain advantages which are already familiar to book group enthusiasts—it provides a sociable and supportive atmosphere, and allows reading to be explored in a level of depth that is only possible when more than one person has the details fresh in their mind. When a culture of research has been established and there is a sizeable group of staff who are beginning to engage with research, it might make sense to formalise this group in some way.
