-
1
-
-
3042587863
-
-
Slough: NFER
-
Atkinson, M., Wilkin, A., Scott, A. & Kinder, K. (2002). Multi-agency working: An audit of activity. Local Government Association Research, Report 17. Slough: NFER.
-
(2002)
Multi-Agency Working: An Audit of Activity. Local Government Association Research, Report 17
-
-
Atkinson, M.1
Wilkin, A.2
Scott, A.3
Kinder, K.4
-
2
-
-
12344290709
-
The assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis
-
Beck, J. & Young, M. (2005). The assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis. British Journal of Sociology of Education, 26(2), 183–197.
-
(2005)
British Journal of Sociology of Education
, vol.26
, Issue.2
, pp. 183-197
-
-
Beck, J.1
Young, M.2
-
3
-
-
0002463027
-
Learning to belong
-
Bentley, T. (1997). Learning to belong. Demos Collection, 12, 44–46.
-
(1997)
Demos Collection
, vol.12
, pp. 44-46
-
-
Bentley, T.1
-
5
-
-
33847264676
-
Integrated children’s services: Implications for the profession
-
Booker, R. (2005). Integrated children’s services: Implications for the profession. Educational and Child Psychology, 22(4), 127–142.
-
(2005)
Educational and Child Psychology
, vol.22
, Issue.4
, pp. 127-142
-
-
Booker, R.1
-
8
-
-
34848896439
-
Learning in and for cross-school working
-
K. Yamazumi (Ed.), Kansai: Kansai University Press
-
Daniels, H., Leadbetter, J., Soares, A., & Macnab, N. (2006). Learning in and for cross-school working. In K. Yamazumi (Ed.), Building activity theory in practice: Toward the next generation. Kansai: Kansai University Press.
-
(2006)
Building Activity Theory in Practice: Toward the Next Generation
-
-
Daniels, H.1
Leadbetter, J.2
Soares, A.3
Macnab, N.4
-
9
-
-
37949007375
-
So far so good? A qualitative case study exploring the implementation of consultation in schools
-
Dennis, R. (2004). So far so good? A qualitative case study exploring the implementation of consultation in schools. Educational Psychology in Practice, 20(1), 17–29.
-
(2004)
Educational Psychology in Practice
, vol.20
, Issue.1
, pp. 17-29
-
-
Dennis, R.1
-
10
-
-
0842317651
-
-
London: HMSO
-
Department for Education and Skills (2003). Every child matters. London: HMSO.
-
(2003)
Every Child Matters
-
-
-
13
-
-
84937330054
-
Inter-professional collaboration and conceptualisations of practice
-
Easen, P., Atkins, M. & Dyson, A. (2000). Inter-professional collaboration and conceptualisations of practice. Children and Society, 14(5), 335–367.
-
(2000)
Children and Society
, vol.14
, Issue.5
, pp. 335-367
-
-
Easen, P.1
Atkins, M.2
Dyson, A.3
-
14
-
-
0010892540
-
Innovative organizational learning in medical and legal settings
-
L.M.W. Martin, K. Nelson & E. Tobach (Eds.), Cambridge: CUP
-
Engestrom, Y. (1995). Innovative organizational learning in medical and legal settings. In L.M.W. Martin, K. Nelson & E. Tobach (Eds.), Sociocultural psychology: Theory and practice of doing and knowing. Cambridge: CUP.
-
(1995)
Sociocultural Psychology: Theory and Practice of Doing and Knowing
-
-
Engestrom, Y.1
-
15
-
-
0012818554
-
Expansive learning at work: Toward an activity theoretical reconceptualisation
-
Engestrom, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualisation. Journal of Education and Work, 14(1), 133–156.
-
(2001)
Journal of Education and Work
, vol.14
, Issue.1
, pp. 133-156
-
-
Engestrom, Y.1
-
18
-
-
0033824531
-
The impact of individual philosophies of teamwork on multi-professional practice and the implications for education
-
Freeman, M., Miller, C. & Ross, N. (2000). The impact of individual philosophies of teamwork on multi-professional practice and the implications for education. Journal of Interprofessional Care, 14(3), 237–247.
-
(2000)
Journal of Interprofessional Care
, vol.14
, Issue.3
, pp. 237-247
-
-
Freeman, M.1
Miller, C.2
Ross, N.3
-
20
-
-
85023437379
-
Educational psychologists and the allocation of time
-
Imich, A. (1999). Educational psychologists and the allocation of time. Educational Psychology in Practice, 15(2), 89–97.
-
(1999)
Educational Psychology in Practice
, vol.15
, Issue.2
, pp. 89-97
-
-
Imich, A.1
-
21
-
-
0031947389
-
The effects of organizational climate and interorganisational coordination on the quality and outcomes of children’s service systems
-
Glisson, C. & Hemmelgarn, A. (1998). The effects of organizational climate and interorganisational coordination on the quality and outcomes of children’s service systems. Child Abuse and Neglect, 22(5), 401–421.
-
(1998)
Child Abuse and Neglect
, vol.22
, Issue.5
, pp. 401-421
-
-
Glisson, C.1
Hemmelgarn, A.2
-
23
-
-
0042776032
-
Patterns of service delivery in educational psychology services: Some implications for practice
-
Leadbetter, J. (2000). Patterns of service delivery in educational psychology services: Some implications for practice. Educational Psychology in Practice, 16(4), 449–460.
-
(2000)
Educational Psychology in Practice
, vol.16
, Issue.4
, pp. 449-460
-
-
Leadbetter, J.1
-
24
-
-
3042855145
-
The role of mediating artefacts in the work of educational psychologists during consultative conversations in schools
-
Leadbetter, J. (2004). The role of mediating artefacts in the work of educational psychologists during consultative conversations in schools. Educational Review, 56(2), 133–145.
-
(2004)
Educational Review
, vol.56
, Issue.2
, pp. 133-145
-
-
Leadbetter, J.1
-
25
-
-
85055976012
-
Sociocultural psychology and activity theory: New paradigms to inform the practice of educational psychology
-
Leadbetter, J., Daniels, H. & Stringer, P. (Eds.) (2005). Sociocultural psychology and activity theory: New paradigms to inform the practice of educational psychology. Educational and Child Psychology (themed edition) 22(1).
-
(2005)
Educational and Child Psychology (Themed Edition)
, vol.22
, Issue.1
-
-
Leadbetter, J.1
Daniels, H.2
Stringer, P.3
-
26
-
-
85056005191
-
-
LIW website.www.education.bham.ac.uk/research/ proj/liw/.
-
-
-
-
27
-
-
27844500684
-
‘When is a teacher not a teacher?’ Knowledge creation and the professional identity of teachers within multi-agency teams
-
Robinson, M., Anning, A. & Frost, N. (2005). ‘When is a teacher not a teacher?’ Knowledge creation and the professional identity of teachers within multi-agency teams. Studies in Continuing Education, 27(2), 175–191.
-
(2005)
Studies in Continuing Education
, vol.27
, Issue.2
, pp. 175-191
-
-
Robinson, M.1
Anning, A.2
Frost, N.3
-
28
-
-
0030560494
-
Plus ça change, plus c’est la même chose
-
Stobie, I. (1996). Plus ça change, plus c’est la même chose. School Psychology International, 17, 5–16.
-
(1996)
School Psychology International
, vol.17
, pp. 5-16
-
-
Stobie, I.1
-
29
-
-
3042857527
-
The role of teacher identities in learning to teach primary literacy
-
Twistleton, S. (2004). The role of teacher identities in learning to teach primary literacy. Educational Review, 56(2), 157–164.
-
(2004)
Educational Review
, vol.56
, Issue.2
, pp. 157-164
-
-
Twistleton, S.1
-
32
-
-
0002566175
-
Consultation: Developing a comprehensive approach to service delivery
-
Wagner, P. (2000). Consultation: Developing a comprehensive approach to service delivery. Educational Psychology in Practice, 16(1), 9–18.
-
(2000)
Educational Psychology in Practice
, vol.16
, Issue.1
, pp. 9-18
-
-
Wagner, P.1
|