Engaging teachers in research: Inspiration versus the daily grind

Pedagogy, Culture and Society

Volumn 10, Issue 2, 2002, Pages 301-321

  Burns, Bob ^a   Haydn, Terry ^b  

^a City of Norwich School   (United Kingdom)

^b UNIVERSITY OF EAST ANGLIA   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84906610456     PISSN: 14681366     EISSN: 17475104     Source Type: Journal    
DOI: 10.1080/14681360200200146     Document Type: Article

References (11)

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2. Aldrich, R. (1999) ‘Been There, Done That’, Times Educational Supplement?, 15 January.
3. Blair, T. (2000) Quoted in Guardian?, 9 September.
4. Elliott, J. (2000) How Do Teachers Define What Counts as Credible Evidence? Some Reflections Based on Interviews with Teachers Involved in the Norwich Area Research Consortium? Paper presented at British Educational Research Association Annual Conference, Cardiff, 7-10 September.
5. Gore, J. (1997) On the Use of Empirical Research or the Development of a Theory of Pedagogy, Cambridge Journal of Education?, 27, pp. 211-222.
6. Graham, J. (1997) The National Curriculum for Teacher Training, British Journal for In-Service Education,? 23, pp. 163-178.
7. Lawton, D. (1997) Values and Education: a curriculum for the 21st century? Paper presented at Values and Education conference, Institute of Education, University of London, 10 April.
8. Macdonald, B. (1971) Briefing Decision Makers, internal paper, Evaluation Unit of the Humanities Curriculum Project. Norwich: Centre for Applied Research in Education, University of East Anglia (mimeo).
9. Marks, J. (1993) Examination Results, Educational Standards and Underachievement. 1. Comprehensive Schools?. London: Educational Research Trust.
10. Spear, M., Gould, K. & Lee, B. (2000) Who Would Be a Teacher? ? Slough: NFER.
11. Stenhouse, L. (Ed.) (1980) Curriculum Research and Development in Action? London: Heinemann.