Researching Schools
Stories from a Schools-University Partnership for Educational Research
Nonfiction, Reference & Language, Education & Teaching
| Author: | Colleen McLaughlin, Kristine Black Hawkins, Sue Brindley, Donald McIntyre, Keith Taber | ISBN: | 9781134168590 |
| Publisher: | Taylor and Francis | Publication: | September 27, 2006 |
| Imprint: | Routledge | Language: | English |
| Author: | Colleen McLaughlin, Kristine Black Hawkins, Sue Brindley, Donald McIntyre, Keith Taber |
| ISBN: | 9781134168590 |
| Publisher: | Taylor and Francis |
| Publication: | September 27, 2006 |
| Imprint: | Routledge |
| Language: | English |
Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners.
This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools.
Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners.
This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools.
