ACKNOWLEDGMENTS
I would like to thank my supervisor Dr Terry Davis, who as Dean of
Professional Studies in the London University Institute of Education,
gave his support to the development of the Alternative Course and
his encouragement and help to the research on it which is reported
in this thesis.
Next my thanks to colleagues on the Alternative Course who
have
provided the inspiration,
determination and
hard work which
are essential fori innovation.
Through countless experiences and
conversations I havfe learned from them and this work has been made
possible by their generosity, care and commitment. On my own and
on their behalf I thank colleagues in the Institute and in our schools
who have worked with us over the years. From and with them we have
all learned and hope to go on learning.
But for all of us - Alternative Course, Institute and School staff -
those
from whom we
have learned
are our students.
Many are
now experienced teachers and colleagues and their forbearance, imagin-
ation and enthusiasm, as well as their unrelenting capacity to bring
about change in all of us is remarkable. I thank them for this and
hope that in the future we are able to use their gifts wisely. It
was a special privilege and pleasure to work with those students
who participated in the Research. The Research Group of 1979-80
and the Alternative School Groups 1981-82 I thank and would like
to acknowledge their particular contribution to the Alternative Course.
Finally to Jean Farr of the Modern Languages Department I owe a
special debt of gratitude for it was her patience, understanding
and clearsightedness which ensured the completion of this thesis.