Networking practitioner research

Networking Practitioner Research

Volumn , Issue , 2007, Pages 1-246

  McLaughlin, Colleen ^a   Black Hawkins, Kristine ^a   McIntyre, Donald ^a   Townsend, Andrew ^b  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

^b UNIVERSITY OF WARWICK   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917050879     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203086117     Document Type: Book

References (195)

1. Abercrombie, J. (1989) The Anatomy of Judgement. London: Free Association Books.
2. Achinstein, B. (2002) 'Conflict amid community: The micropolitics of teacher collaboration.' Teachers College Record, 104(3): 421-55.
3. Anderson, G. (1998) 'Toward authentic participation: Deconstructing the discourse of participatory reforms in education.' American Educational Research Journal, 35: 571-603.
4. Anderson, G. (1999) 'The politics of participatory reforms in education.' Theory into Practice, 138(4): 191-200.
5. Ball, S. J. (1987) The Micro-Politics of the School: Towards a Theory of Social Organisation. London: Routledge.
6. BASRC (2004) http://www.basrc.org/about_basrc
7. BASRC (2007) http://www.basrc.org
8. Baumfield, V. (2001) The north east school based research consortium: An overview of the changing nature of the roles and relationships between the universities, schools and LEAs. Paper presented at the British Educational Research Association Conference, University of Leeds, September 2001.
9. Baumfield, V. and McGrane, J. (2000) Teachers using evidence and engaging in and with research: One school's story. Paper presented at British Educational Research Association Annual Conference, University of Cardiff, September 2000.
10. Black-Hawkins, K. (2003) Are school-university friendships critical? Developing professional and institutional research relationships.Paper presented at the British Educational Research Association Conference, Heriot-Watt University, Edinburgh, September 2003.
11. Blasé, J. and Blasé, J. (1999) 'Principals' instructional leadership and teacher development: Teachers' perspectives.' Educational Administration Quarterly, 35(3): 349-78.
12. Bolam, R. and Weindling, D. (2006) Synthesis of Research and Evaluation Projects Concerned with Capacity-Building through Teachers' Professional Development. London: General Teaching Council.
13. Bradley, H., Conner, C. and Southworth, G. (eds)(1994) Developing Teachers, Developing Schools. London: David Fulton Publishers.
14. Brown, S. (2005) 'How can research inform ideas of good practice in teaching? The contributions of some official initiatives in the UK.' Cambridge Journal of Education, 35(3): 383-405.
15. Campbell, A., McNamara, O. and Gilroy, P. (2004) Practitioner Research for Professional Development in Education. London: Paul Chapman.
16. Carmichael, P., Fox, A., McCormick, R., Procter, R. and Honour, L. (2006) 'Teachers' networks in and out of school.' Research Papers in Education, 21(2): 217-34.
17. Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research. London: Falmer Press.
18. Castells, M. (2000) The Rise of the Network Society, 2nd edn. Oxford: Blackwell.
19. Center for Research on the Context of Teaching (2002) Bay Area School Reform Collaborative Summary Report, Phase 1 (1996-2001). Stanford, California: Stanford University.
20. Church, M., Bitel, M., Armstrong, K., Fernando, P., Gould, H., Joss, S., Marwaha-Diedrich, M., de la Torre, A. L. and Vouhé, C. (2002) Participation, Relationships and Dynamic Change: New Thinking On Evaluating The Work Of International Networks. Working Paper 121. London: Development Planning Unit, University College.
21. Claxton, G. (2002) Building Learning Power. Bristol: TLO.
22. Cochran-Smith, M. and Lytle, S. L. (2001) Beyond certainty: Taking an inquiry stance on practice. In: Lieberman, A. and Miller, L. (eds) Teachers Caught in the Action: Professional Development that Matters, pp. 45-60. New York: Teachers College Press.
23. Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education, 5th edn. London and New York: Routledge Falmer.
24. Copland, M. A. (2002) Leadership of Inquiry: Building and Sustaining Capacity for School Improvement in the Bay Area School Reform Collaborative. Stanford, California: Centre for Research on the Context of Teaching, Stanford University.
25. Cordingley, P. and Bell, M. (2002) School-Based Research Consortium Initiative: An overview report. Paper presented at the TTA Conference on Working and Learning in Partnership, London, March 2002.
26. Cordingley, P., Baumfield, V., Butterworth, M., McNamara, O. and Elkins, T. (2002) Lessons from the School-Based Research Consortia. Paper presented at the British Educational Research Association Conference, University of Exeter, September 2002.
27. Cordingley, P., Bell, M., Evans, D. and Firth, A. (2003) What do Teacher Impact Data Tell us about Collaborative CPD? London: DfES/EPPI/CUREE.
28. Dadds, M. (1993) 'The feeling of thinking in professional self-study.' Educational Action Research, 1(2): 287-303.
29. Dadds, M. (1995) Passionate Enquiry and School Development. London: Falmer Press.
30. Darling-Hammond, L. (ed.) (1994) Professional Development Schools. New York: Teachers College Press.
31. Darling-Hammond, L. and McLaughlin, M. W. (1996) Policies that support professional development in an era of reform. In: McLaughlin, M. W. and Oberman, I. (eds) Teacher Learning: New Policies, New Practices, pp. 202-18. New York: Teachers College Press.
32. Dewey, J. (1929) The Sources of a Science of Education. New York: Liverright.
33. DfES (1999) Excellence in Cities programme, www.standards.dfes.gov.uk/sie/eic (accessed September 2005).
34. DfES (2002a) Leading Edge Partnership programme, http://www.standards.dfes.gov.uk/leadingedge/ (accessed September 2005).
35. DfES (2002b) www.dfes.gov.uk
36. DfES (2004a) Five Year Strategy for Children and Learners: Maintaining the Excellent Progress. Nottingham: DfES.
37. DfES (2004b) Primary Strategy Learning Networks: An Introduction. Nottingham: DfES.
38. Earl, L. and Katz, S. (2005) Learning from Networked Learning Communities - Phase 2 - Key Features and Inevitable Tensions. Toronto: Aporia Consulting.
39. Ebbutt, D. (2000) The development of a research culture in secondary schools. Paper presented at the European Conference on Educational Research, Edinburgh, September 2003.
40. Ebbutt, D. (2002) 'The development of a research culture in secondary schools.' The Journal of Educational Action Research, 10(1): 123-40.
41. Elliott, J. (1981) Action Research: A Framework for Self-Evaluation in Schools. Cambridge: Cambridge Institute of Education.
42. Elliott, J. (1991) Action Research for Educational Change. Buckingham: Open University Press.
43. Elliott, J. (2002) 'Working 'against the grain': A conversation piece from the academy about the experience of sustaining collaborative research with teachers.' Pedagogy, Culture and Society, 10(2): 323-48.
44. Elliott, J. and Adelman, C. (eds) (1974) Ford Teaching Project Reports and Documents. Norwich: Centre for Applied Research in Education, University of East Anglia.
45. Elliott, J. and Sarland, C. (1995) 'A study of 'teachers as researchers' in the context of award-bearing courses and research degrees.' British Educational Research Journal, 21(3): 371-86.
46. Elliott, J., Chambers, P. and Powney, J. (1982) 'School-based curriculum research.' British Educational Research Journal, 8(2): 133-9
47. Elliott, J., Maclure, M. and Sarland, C. (1996) Teachers as Researchers in the Context of Award Bearing Courses and Research Degrees: Summary Report. REGARD. Available online at: http://www.regard.ac.uk (accessed 2 April 2005).
48. Elliott, J., Maclure, M. and Sarland, C. (1997) Teachers as Researchers in the Context of Award Bearing Courses and Research Degrees: Summary of Research Results. Norwich: Centre for Applied Research in Education, University of East Anglia. Available online at: http://www.uea.ac.uk/care/research/tar.html (accessed 31 May 2005).
49. Fielding, M. (1998) Students as researchers: From data source to significant voice. Paper presented at the Eleventh International Congress for School Effectiveness and Improvement, School of Education, University of Manchester, December 1998.
50. Fielding, M. (1999) 'Radical collegiality: Affirming teaching as an inclusive professional practice.' Australian Educational Researcher, 26(2): 1-34.
51. Fielding, M. and Bragg, S. (2003) Students as Researchers: Making a Difference. Cambridge: Pearson Publishing.
52. Fielding, M., Bragg, S., Craig, S., Eraut, M., Gillinson, S., Horne, M., Robinson, C. and Thorp, J. (2005) Factors Influencing the Transfer of Good Practice. London: DfES.
53. Freire, P. (1970) A Pedagogy of the Oppressed. New York: Seabury Press.
54. Frost, D. and Durrant, J. (2003) Bottom up? Top down? Inside-out? Joined-up? Building capacity for school improvement through teacher leadership. Paper presented at the International Congress for School Effectiveness and Imporovement, Sydney, Australia, January 2003.
55. Frost, D., Cullen, J. and Cunningham, H. (2003) 'Making a difference: Building a research community of practice.' Professional Development Today, Spring: 13-22.
56. Frost, D., Durrant, J., Head, M. and Holden, G. (2000) Teacher-Led School Improvement. London: Routledge-Falmer.
57. Fullan, M. G. (1992) Successful School Improvement. Buckingham: Open University Press.
58. Furlong, J., Salisbury, J. and Coombes, L. (2003) Best Practice Research Scholarships: An Evaluation. DfES, Cardiff: Cardiff University.
59. Gardner, J. W. (1991) Building Community. San Francisco: Independent Sector.
60. Gardner, H., Csikszentmihalyi, M. and Damon, W. (2001) Good Work: When Excellence and Ethics Meet. New York: Basic Books.
61. Gardner, H., Csikszentmihalyi, M. and Damon, W. (2006) The Good Work Project: An Overview, http://www.goodworkproject.org (accessed January 2006).
62. Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. and Trow, M. (1994) The New Production of Knowledge. London: Sage Publications.
63. Gilchrist, A. (2004) Developing the well-connected community. In: McCarthy, H., Miller, P. and Skidmore, P. (eds) Network Logic: Who Governs in an Interconnected World?, pp. 143-54. London: Demos.
64. Gramsci, A. (1971) Selections from the Prison Notebooks. New York: International Publishers.
65. Granovetter, M. (1973) 'The strength of weak ties.' American Journal of Sociology, 78(6): 1360-80.
66. Gray, J., Hopkins, D., Reynolds, D. S., Wilcox, B., Farrell, S. and Jesson, D. (1999) Improving Schools. Buckingham: Open University Press.
67. Groundwater-Smith, S. (2002) Evidence based practice in school education: Some lessons for learning in museums. Paper presented at the Why Learning? Seminar, University of Technology, Sydney, Australia, November 2002.
68. Groundwater-Smith, S. (2004) School-based enquiry: A worthwhile and legitimate exercise.Paper presented at the Master of Education Conference, University of Western Sydney, Sydney, Australia, January 2004.
69. Groundwater-Smith, S. (2006) The Coalition of Knowledge Building Schools: A Market Place for Developing and Sharing Educational Practice. Paper presented at the British Educational Research Association Conference, Warwick, England, September 2006.
70. Groundwater-Smith, S. and Dadds, M. (2004) Critical practitioner inquiry: Towards responsible professional communities of practice. In: Day, C. and Sachs, J. International Handbook on the Continuing Professional Development of Teachers, pp. 238-64. Maidenhead: Open University Press.
71. Groundwater-Smith, S. and Kelly, L. (2003) As we see it: Improving learning at the museum. Paper presented to the Annual Conference of the British Educational Research Association, Edinburgh, September 2003.
72. Groundwater-Smith, S. and Mockler, N. (2002) Building knowledge, building professionalism: The Coalition of Knowledge Building Schools and teacher professionalism. Paper presented to the Australian Association for Educational Research Conference, University of Queensland, December 2002.
73. Groundwater-Smith, S. and Mockler, N. (2003) Learning to Listen: Listening to Learn, Sydney: MLC School and the Centre for Practitioner Research, University of Sydney.
74. Groundwater-Smith, S. and Sachs, J. (2002) 'The activist professional and the reinstatement of trust.' Cambridge Journal of Education, 32(3): 341-58.
75. Hannon, V. (2005) Network-based reform: Adaptive challenges facing the English education system. Paper presented at the Conference for the American Educational Research Association, Montreal, April 2005.
76. Hargreaves, A. (1991) Contrived collegiality: The micropolitics of teacher collaboration. In: Blasé, J. (ed.) The Politics of Life in Schools, pp. 46-72. Thousand Oaks, California: Corwin Press.
77. Hargreaves, A. (1993) Individualism and individuality: Reinterpreting the teacher culture. In: Little, J. W. and McLaughlin, M. W. (eds) Teachers' Work: Individuals, Colleagues and Contexts, pp. 51-76. New York: Teacher College Press.
78. Hargreaves, A. (1994) Changing Teachers, Changing Times. New York: Teachers College Press.
79. Hargreaves, A. (1998) 'The emotional practice of teaching.' Teaching and Teacher Education, 14(8): 835-54.
80. Hargreaves, A. (1999) 'Fielding error? Deepening the debate about teacher collaboration and collegiality: Response to Fielding.' Australian Educational Researcher, 26(2): 45-53.
81. Hargreaves, A. and Dawe, R. (1990) 'Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching.' Teaching and Teacher Education, 6(3): 227-41.
82. Hargreaves, D. (2004) Networks, knowledge and innovation: Reflections on teacher learning. In: McCarthy, H., Miller, P. and Skidmore, P. (eds) Network Logic: Who Governs in an Interconnected World?, pp. 77-88. London: Demos.
83. Hargreaves, D. H. (1994) 'The new professionalism: The synthesis of professional and institutional development.' Teaching and Teacher Education, 10(4): 423-38.
84. Hargreaves, D. H. (1996) Teaching as a Research-based Profession: Possibilities and Prospects. London: Teacher Training Agency.
85. Hargreaves, D. H. (1999) 'The knowledge creating school.' British Journal of Educational Studies, 47(2): 122-44.
86. Hargreaves, D. H. (2003a) Working Laterally: How Innovation Networks Make an Education Epidemic. Nottingham: DEMOS in partnership with NCSL DfES Publications.
87. Hargreaves, D. H. (2003b) Education Epidemic: Transforming Secondary Schools Through Innovative Networks. London: Demos.
88. Hart, S., Dixon, A., Drummond, M. J. and McIntyre, D. (2004) Learning without Limits. Maidenhead: Open University Press.
89. Hillage, J., Pearson, R., Anderson, A. and Tampkin, P. (1998) Excellence in Research on Schools. London: Institute for Employment Studies/DfEE/HMSO.
90. Holly, M.L. and McLaughlin, C.S. (eds)(1989) Perspectives on Teacher Professional Development. Lewes: Falmer.
91. Holmes, D. (2004) Nuts, Bolts, Levers and Cranks: Designing Enquiry-Based Learning in Hartlepool. Cranfield: National College for School Leadership Networked Learning Group.
92. Hopkins, D. (2000) Schooling for tomorrow: Innovation and networks. Paper presented at CERI/OECD Portuguese Seminar, September 2000.
93. Hopkins, D., Ainscow, M. and West, M. (1994) School Improvement in an Era of Change. London: Cassell.
94. Hord, S. H. (1997) SEDL (Southwest Educational Development Laboratory): Professional learning communities: Communities of continuous inquiry and improvement, http://www.sEd.l.org/pubs/change34;http://newportal.ncsl.org.uk/networked_learning/networked_learning_communities/nlg-nlc-developmentresearch (accessed April 2007).
95. Hoyle, E. (1974) 'Professionality, professionalism and control in teaching.' London Educational Review, 3(2): 13-9.
96. Huberman, M. (1993) The model of the independent artisan. In: Little, J. W. and McLaughlin, M. W. (eds) Teachers' Work: Individuals, Colleagues, and Contexts. New York: Teachers College Press.
97. ILEA (1977) Keeping the School Under Review. London: ILEA Learning Resources Centre.
98. Jackson, D. (2002a) 'De-mystifying enquiry for school improvement.' BUSIP Newsletter.
99. Jackson, D. (2002b) Networks and networked learning: Knowledge management and collaborative enquiry for school and system improvement. Paper presented at the Annual SCETT Conference on Professional Learning Communities, Grantham, October 2002.
100. Jackson, D. (2002c) The creation of knowledge networks: Collaborative enquiry for school and system improvement. Paper presented at the Conference on Knowledge Management in Education and Learning, Oxford 2002.
101. Jackson, D. (2004) Networked Learning Communities: Characteristics of 'networked learning' - what are we learning? Paper presented at the International Congress for School Effectiveness and Improvement, Rotterdam, The Netherlands, January 2004.
102. Jackson, D. (2006) Networked Learning Communities: Setting school-to-school collaboration within a system context. In: Centre for Strategic Education Seminar Series, Paper No 159, December 2006. Jolimont, Victoria, Australia: Centre for Strategic Education.
103. Jackson, D. and Leo, E. (2003) Knowledge Management in Networked Learning Communities. Paper presented at the American Educational Research Association, Chicago, Illinois, April 2003.
104. James, M. and Worrall, N. (2000) 'Building a reflective community: Development through collaboration between a higher education institution and one school over ten years.' Educational Action Research, 8(1): 93-114.
105. Johnson, B. (2003) 'Teacher collaboration: Good for some, not so good for others.' Educational Studies, 29(4): 337-50.
106. Johnson, D. W. and Johnson, F. P. (2006) Joining Together, 10th edn. London: Allyn and Bacon.
107. Johnson, K. (1998) Reflections on collaborative research from the realms of practice. Invited Keynote Address at the Second International Practitioner Research Conference,University of Sydney, Sydney, Australia.
108. Kaplan, G. R. and Usdan, M. D. (1992) 'The changing look of education policy networks.' Phi Delta Kappan, May: 664-72.
109. Kelly, K. (1995) Out of Control: The Rise of Neo-Biological Civilization. Menlo Park, CA: Addison-Wesley.
110. Kemmis, S. (1995) Some ambiguities in Stenhouse's notion of 'The Teacher as Researcher': Towards a new resolution. In: Rudduck, J. (ed.) An Education that Empowers: A Collection of Lectures in Memory of Lawrence Stenhouse, pp. 73-114. Clevedon: BERA Dialogues, 10 Multilingual Matters.
111. Kirschner, B. W., Dickinson, R. and Blosser, C. (1996) 'From co-operation to collaboration: The changing culture of a school/university partnership.' Theory into Practice, 35(3): 205-13.
112. Koshy, V. (2005) Action Research for Improving Practice: A Practical Guide. London: Paul Chapman.
113. Leeds Consortium (2001) Final Report of the Leeds Consortium. London: TTA.
114. Leitch, R. and Day, C. (2000) 'Action research and reflective practice: Towards a holistic view.' Educational Action Research, 8(1): 179-95.
115. Lieberman, A. (1996) Practices that support teacher development: Transforming conceptions of professional learning. In: McLaughlin, M. W. and Oberman, I. (eds) Teacher Learning: New Policies, New Practices. New York: Teachers College Press.
116. Lieberman, A. (1999) 'Networks.' Journal of Staff Development, 20(3): 1.
117. Lieberman, A. (2005) Networks. Nottingham: NCSL.
118. Lieberman, A. and Grolnick, M. (1996) 'Networks and reform in American Education.' Teacher College Record, 98(1): 7-45.
119. Lieberman, A. and McLaughlin, M. W. (1992) 'Networks for educational change: Powerful and problematic.' Phi Delta Kappan, May: 673-7.
120. Lieberman, A. and Miller, L. (1984) Teachers: Their World and their Work. Alexandria, Virginia: Association for Supervision and Curriculum Development.
121. Lieberman, A. and Miller, L. (1990) The Social Realities of Teaching. In: Lieberman, A. Schools as Collaborative Cultures: Creating the Future Now, pp. 153-65. London: Falmer Press.
122. Lieberman, A. and Wood, D. (2001) When teachers write: Of networks and learning. In: Lieberman, A. and Miller, L. (eds) Teachers Caught in the Action: Professional Development that Matters, pp. 174-88. New York: Teachers College Press.
123. Lieberman, A. and Wood, D. (2003) Inside the National Writing Project: Connecting Network Learning and Classroom Teaching. New York and London: Teachers College Press.
124. Lieberman, A. and Wood, L. (2004) Untangling the threads: Networks, community and teacher learning in the National Writing Project. In: McCarthy, H., Miller, P. and Skidmore, P. (eds) Network Logic: Who Governs in an Interconnected World?, pp. 63-76. London: Demos.
125. Lima, J. A. (2001) 'Forgetting about friendship: Using conflict in teacher communities as a catalyst for school change.' Journal of Educational Change, 2(2): 97-122
126. Little, J. W. (1982) 'Norms of collegiality and experimentation: Workplace conditions of school success.' American Educational Research Journal, 19(3): 325-40
127. Little, J. W. (1990a) Teachers as colleagues. In: Lieberman, A. (ed.) Schools as Collaborative Cultures: Creating the Future Now, pp. 165-95. Basingstoke: Falmer Press.
128. Little, J. W. (1990b) 'The persistence of privacy: Autonomy and initiative in teachers' professional relations.' Teachers College Record, 91(4): 509-36.
129. Little, J. W. (1999) 'Colleagues of choice, colleagues of circumstance: Response to M. Fielding.' Australian Educational Researcher, 26(2): 35-43.
130. Little, J. W. (2002a) 'Locating learning in teachers' communities of practice: Opening up the problems of analysis in records of everyday work.' Teaching and Teacher Education, 18(8): 917-46.
131. Little, J. W. (2002b) Professional community and the problem of high school reform. Paper presented at the SUPER (Schools-University Partnership for Educational Research) Conference, Faculty of Education, University of Cambridge, June 2003.
132. Little, J. W. (2005) Nodes and Nets: Investigating Resources of Professional Learning in Schools and Networks. Working Paper for National College of School Leadership, Nottingham, UK. Berkeley, California: University of California and National College for School Leadership - Networked Learning Communities.
133. Little, J. W. and McLaughlin, M. W. (1993a) Introduction: Perspectives on cultures and contexts of teaching. In: Little, J. W. and McLaughlin, M. W. (eds) Teachers' Work: Individuals, Colleagues and Contexts, pp. 1-8. New York: Teacher College Press.
134. Lortie, D. (1975) Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
135. MacBeath, J. (1999) Schools Must Speak for Themselves: The Case for School Self-Evaluation. London: Routledge.
136. MacBeath, J., Demetriou, H., Rudduck, J. and Myers, K. (2003) Consulting Pupils: A Toolkit for Teachers. Cambridge: Pearson Publishing.
137. McCarthy, H., Miller P. and Skidmore, P. (2004) Network logic. In: McCarthy, H., Miller, P. and Skidmore, P. (eds) Network Logic: Who Governs in an Interconnected World?, pp. 11-22. London: Demos.
138. McCormick, R. and Fox, A. (2006) 'How can networks support the professional learning of teachers.' Unpublished paper. Milton Keynes: The Open University.
139. McIntyre, D. (2005) 'Bridging the gap between research and practice.' Cambridge Journal of Education, 35(3): 357-83.
140. McIntyre, D. and Black-Hawkins, K. (2006) Reflections on Schools-University Research Partnerships. In: McLaughlin, C., Black-Hawkins, K., Brindley, S., McIntyre, D. and Taber, T. Researching Schools: Stories from a Schools-University Partnership for Educational Research, pp. 182-98. London: Routledge.
141. McLaughlin, C. (2003) 'The feeling of finding out: The role of emotions in research.' Educational Action Research, 11(1): 65-79.
142. McLaughlin, C. and Black-Hawkins, K. (2004) 'A School-University research partnership: Conditions, paradoxes and tensions.' British Journal of In-Service Education, 30(2): 265-85.
143. McLaughlin, C. and Black-Hawkins, K. (2007) 'School-University partnerships for educational research-distinctions, dilemmas and challenges.' The Curriculum Journal, 18(3): 327-41.
144. McLaughlin, C., Black-Hawkins, K., Brindley, S., McIntyre, D. and Taber, K. (2006) Researching Schools: Stories from a Schools-University Partnership for Educational Research. London: Routledge Falmer.
145. McLaughlin, M. W. and Talbert, J. (2001) Professional Communities and the Work of High School Teaching. London: University of Chicago Press.
146. McLaughlin, M. W. and Zarrow, J. (2001) Teachers engaged in evidence-based reform: Trajectories of teachers' inquiry, analysis, and action. In: Lieberman, A. and Miller, L. (eds) Teachers Caught in the Action: Professional Development that Matters, pp. 79-102. New York: Teachers College Press.
147. Maddock, M., Cunningham, M., Hargreaves, L., McIntyre, D. and Pell, T. (in press) 'Teachers' conceptions of teacher professionalism in England in 2003 and 2006.' British Educational Research Journal.
148. Mockler, N. (2002) Challenging practice through practitioner enquiry. Paper presented at the British Educational Research Association Annual Conference, University of Exeter, September 2002.
149. Mosley, J. (1998) Quality Circle Time in the Primary Classroom. Cambridge: LDA.
150. Nardi, B. A., Whittaker, S. and Schwarz, H. (2000) It's not what you know, it's who you know: Work in the information age, http://www.firstmonday.org/issues/issue5_5/nardi/index (accessed December 2006).
151. NCSL (National College for School Leadership) (2002a) Networked Learning Communities: Learning from Each Other . . . Learning with Each Other. Nottingham: NCSL.
152. NCSL (National College for School Leadership) (2002b) Why Networked Learning Communities? Cranfield: NCSL.
153. NCSL (National College for School Leadership) (2005) Networked Learning Communities: Learning about Learning Networks. Cranfield: NCSL.
154. Networked Learning Communities (2005) Learning about Learning Networks. Cranfield: National College of School Leadership - Networked Learning Communities.
155. Nias, J. (1993) Changing times, changing identities: Grieving for a lost self. In: Burgess, R. G. (ed.) Educational Research and Evaluation: For Policy and Practice, pp. 139-56. London and New York: Falmer Press.
156. Nias, J. and Biott, C. (eds) (1992) Working and Learning Together for Change. Buckingham: Open University Press.
157. Nias, J., Southworth, G. and Yeomans, A. (1989) Staff Relationships in the Primary School. London: Cassells.
158. Norwich Area Schools Consortium (2001) Norwich Area Schools Consortium Final Report to the Teacher Training Agency. London: TTA.
159. Ofsted (2001) Inspection of Blackburn with Darwen Education Action Zone, January 2001. London: Ofsted.
160. Ofsted (2005) Interpreting Data: Training Material for Inspectors. London: Ofsted.
161. Parker, A. (1977) 'Networking for innovation and problem-solving and their use for improving education: A comparative overview.' Unpublished manuscript. School Capacity for Problem Solving Group, National Institute of Education, Washington, DC.
162. Presage, S., Perks, P. and Soares, A. (2003) 'Developing Critical Intelligence: Tensions in the DfES model for Best Practice Research Scholarships.' Educational Review, 55(1): 55-63.
163. Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R. and Osborne, J. (2005) 'Evidence-based practice in science education: The researcher-user interface.' Research Papers in Education, 20(2): 169-86.
164. Resnick, L. http://www.ifl.lrdc.pitt.edu/ifl/index.php?section=learningwalk (accessed May 2006).
165. Richards, J. (2003) A case study of a researching school: Sharnbrook Upper School.Paper presented at the British Educational Research Association Conference, Heriot-Watt University, Edinburgh, September 2003.
166. Richert, A. (1996) Teachers research on school change: What teachers learn and why that matters. In: Kent, K. (ed.) Breaking New Ground: Teacher Action Research, a Wealth of Learning, pp. 9-18. Redwood City, CA: Bay Region IV Professional Development Consortium.
167. Richmond, G. (1996) 'University/school partnerships: Bridging the culture gap.' Theory into Practice, 35(3): 214-8.
168. Rudduck, J. and Flutter, J. (2004) How to Improve Your School: Giving Pupils a Voice. London: Continuum Press.
169. Rudduck, J., Chaplain, R. and Wallace, G. (1996) School Improvement: What Can Pupils Tell us? London: David Fulton.
170. Rudduck, J., Berry, M., Brown, N. and Frost, D. (2000) 'Schools learning for other schools: Co-operation in a climate of competition.' Research Papers in Education, 15(3): 259-74.
171. Ruthven, K. (2005) 'Improving the development and warranting of good practice in teaching.' Cambridge Journal of Education, 35(3): 407-26.
172. Sampson, R. J. (2004) Networks and neighbourhoods: The implications of connectivity for thinking about crime in the modern city. In: McCarthy, H. Miller, P. and Skidmore, P. (eds) Network Logic: Who Governs in an Interconnected World? pp. 155-67. London: Demos.
173. Salzberger-Wittenberg, I. Henry, G. and Osborne, E. (1983) The Emotional Experience of Teaching and Learning. London: Routledge and Kegan Paul.
174. Senge, P. (1990) The Fifth Discipline. London: Random House Business Books.
175. Sergiovanni, T. J. (1994) Building Community in Schools. San Francisco: Jossey-Bass.
176. Simons, H., Kushner, S., Jones, K. and James, D. (2003) 'From evidence-based practice to practice-based evidence: The idea of situated generalisation.' Research Papers in Education, 18(4): 347-64.
177. Somekh, B. (1994) 'Inhabiting each others' castles: Towards knowledge and mutual growth through collaboration.' Educational Action Research, 2(3): 357-81.
178. Springboard Schools http://springboardschools.org (accessed January 2007).
179. Stenhouse, L. (1975) An Introduction to Curriculum Research and Development. London: Heinemann.
180. Stenhouse, L. (1979) Research as a basis for teaching. Inaugral lecture, University of East Anglia.
181. Stenhouse, L. (1981) 'What counts as research?' British Journal of Educational Studies, 29(2): 103-14.
182. Street, H. and Temperley, J. (eds) (2005) Improving Schools Through Collaborative Enquiry. London: Continuum.
183. Symonds, K. (2003) After the test: How schools are using data to close the achievement gap, http://www.basrc.org
184. Szulanski, G. (2003) Sticky Knowledge. London: Sage.
185. TTA (1998a) Evaluation of Research-Based Consortia Initiative. Mimeo, London: Teacher Training Agency.
186. TTA (1998b) Summaries of Annual Reports of the Four TTA School-Based Research Consortia for the First Year of the Initiative. Mimeo, London: Teacher Training Agency.
187. TTA (2000a) TTA/CfBT School-Based Research Consortia.Annual Review, 1998. London: Teacher Training Agency.
188. TTA (2000b) TTA/CfBT School-Based Research Consortia.Annual Review, 1999. London: Teacher Training Agency.
189. Watkins, C. (2005) Classrooms as Learning Communities. London: Routledge.
190. Wellcome Trust (2006) Believers, Seekers and Sceptics: What Teachers Think about Continuing Professional Development. London: Wellcome Trust.
191. Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
192. Winter, R. (1989) Learning from Experience. London: Falmer Press.
193. Yinger, R. (1988) The conversation of teaching: Patterns of explanation in mathematics lessons. Paper presented at Meeting of the American Educational Research Association, Washington, DC.
194. Zeichner, K. (2003) 'Teacher research as professional development for P-12 educators in the USA.' Educational Action Research, 11(2): 283-301.
195. Zeichner, K. and Noffke, S. (2001) Practitioner research. In: Richardson, V. Handbook of Research on Teaching, 4th edn. pp. 298-332. Washington, DC: American Educational Research Association.