935
Views
24
CrossRef citations to date
0
Altmetric
Original Articles

Blurring the boundaries: connecting research, practice and professional learning

Pages 299-314 | Received 06 Sep 2009, Accepted 04 May 2010, Published online: 11 Oct 2010

References

  • Anning , A. and Edwards , A. 2006 . Promoting children’s learning from birth to five: Developing the new early years professional , (2nd ed.) , Buckingham : Open University Press .
  • Atkinson , P. and Delamont , S. 2006 . In the roiling smoke: Qualitative inquiry and contested fields . International Journal of Qualitative Studies in Education , 19 (6) : 747 – 755 .
  • Baskerville , D. and Goldblatt , H. 2009 . Learning to be a critical friend: From professional indifference through challenge to unguarded conversations . Cambridge Journal of Education , 39 (2) : 205 – 221 .
  • Bhabha , H. 1994 . The location of culture , London : Routledge .
  • Broadhead , P. 2010 . “ ‘Insiders’ and ‘outsiders’ researching together to create new understandings and to shape policy and practice: Is it all possible? ” . In Connecting inquiry and professional learning in education: International perspectives and practical solutions , Edited by: Campbell , A. and Groundwater‐Smith , S. 40 – 52 . London : Routledge .
  • Buzzelli , C.A. 1996 . The moral implications of teacher–child discourse in early childhood classrooms . Early Childhood Research Quarterly , 11 : 515 – 534 .
  • Carr , M. 2001 . Assessment in early childhood settings: Learning stories , London : Paul Chapman .
  • Cassidy , C. , Christie , D. , Coutts , N. , Dunn , J. , Sinclair , C. , Skinner , D. and Wilson , A. 2007 . Building communities of educational enquiry . Oxford Review of Education , 34 (2) : 217 – 235 .
  • Costa , A. and Kallick , B. 1993 . Through the lens of a critical friend . Educational Leadership , 51 (2) : 49 – 51 .
  • Cullen , J. 1996 . The challenge of Te Whāriki for future developments in early childhood education . Delta , 48 (1) : 113 – 125 .
  • Cullen , J. 2009 . “ Adults co‐constructing professional knowledge ” . In Early childhood education: Society and culture , Edited by: Anning , A. , Cullen , J. and Fleer , M. 80 – 90 . London : Sage .
  • Cullen , J. , Hedges , H. and Bone , J. 2009 . Planning, undertaking and disseminating research in early childhood settings: An ethical framework . New Zealand Research in Early Childhood Education , 12 : 109 – 118 .
  • Dana , N.F. and Yendol‐Silva , D. 2003 . The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry , Thousand Oaks, CA : Sage .
  • Edwards , A. 2000 . “ Research and practice: Is there a dialogue? ” . In Early childhood services: Theory, policy and practice , Edited by: Penn , H. 184 – 199 . Buckingham : Open University Press .
  • Edwards , A. 2001 . Researching pedagogy: A sociocultural agenda . Pedagogy, Culture and Society , 9 (2) : 161 – 186 .
  • Edwards , A. 2002 . Responsible research: Ways of being a researcher . British Educational Research Journal , 28 (2) : 157 – 168 .
  • Edwards , A. 2004 . “ Education ” . In Doing research with children and young people , Edited by: Fraser , S. , Lewis , V. , Ding , S. , Kellett , M. and Robinson , C. 255 – 296 . London : Sage .
  • Edwards , S. and Nuttall , J. , eds. 2009 . Professional learning in early childhood settings , Rotterdam : Sense Publishers .
  • Fleet , A. and Patterson , C. 2001 . Professional growth reconceptualized: Early childhood staff search for meaning . Early Childhood Research & Practice , 3 (2) Retrieved December 12, 2001, from http://www.ecrp.uiuc.edu.v3n2/fleet.html
  • Flick , U. 2006 . An introduction to qualitative research , London : Sage Publications .
  • Gergen , M.M. and Gergen , K.J. 2003 . “ Qualitative inquiry: Tensions and transformations ” . In The landscape of qualitative research: Theories and issues , Edited by: Denzin , N.K. and Lincoln , Y.S. 575 – 610 . Thousand Oaks, CA : Sage .
  • González , N. , Moll , L.C. and Amanti , C. , eds. 2005 . Funds of knowledge: Theorizing practices in households, communities and classrooms , Mahwah, NJ : Lawrence Erlbaum .
  • Goodfellow , J. and Hedges , H. 2007 . “ Early childhood practitioner research ‘centre stage’: Contexts, contributions and challenges ” . In Theorising early childhood practice: Emerging dialogues , Edited by: Keesing‐Styles , L. and Hedges , H. 187 – 210 . Baulkham Hills, NSW : Pademelon Press .
  • Groundwater‐Smith , S. and Mockler , N. 2010 . “ From lesson study to learning study: Side‐by‐side professional learning in the classroom ” . In Connecting inquiry and professional learning in education: International perspectives and practical solutions , Edited by: Campbell , A. and Groundwater‐Smith , S. 166 – 178 . London : Routledge .
  • Guskey , T.R. 2000 . Evaluating professional development , Thousand Oaks, CA : Corwin Press .
  • Guskey , T.R. 2002 . Professional development and teacher change . Teachers and Teaching: Theory and Practice , 8 (3/4) : 381 – 391 .
  • Guskey , T.R. 2003 . What makes professional development effective? . Phi Delta Kappan , 84 (10) : 748 – 750 .
  • Hammersley , M. 2008 . Troubling criteria: A critical commentary on Furlong and Oancea’s framework for assessing educational research . British Educational Research Journal , 34 (6) : 747 – 762 .
  • Hatch , J.A. 2006 . Qualitative studies in the era of scientifically‐based research: Musings of a former QSE editor . International Journal of Qualitative Studies in Education , 19 (4) : 403 – 407 .
  • Hedges , H. 2007 . Funds of knowledge in early childhood communities of inquiry. Unpublished PhD thesis, Massey University, Palmerston North Retrieved June 10, 2008, from http://hdl.handle.net/10179/580
  • Hedges , H. , Cullen , J. and Jordan , B. in press . Early years curriculum: Funds of knowledge as a conceptual framework for children’s interests . Journal of Curriculum Studies ,
  • Helterbran , V.R. and Fennimore , B.S. 2004 . Collaborative early childhood professional development: Building from a base of teacher investigation . Early Childhood Education Journal , 31 (4) : 267 – 271 .
  • Hulme , R. and Cracknell , D. 2010 . “ Learning across boundaries: Developing trans‐professional understanding through practitioner inquiry ” . In Connecting inquiry and professional learning in education: International perspectives and practical solutions , Edited by: Campbell , A. and Groundwater‐Smith , S. 53 – 67 . London : Routledge .
  • Kennedy , M. 1997 . Connection between research and practice . Educational Researcher , 26 (7) : 4 – 12 .
  • Liebermann , A. and Wood , D. 2001 . “ When teachers write: Of networks and learning ” . In Teachers caught in the action: Professional development that matters , Edited by: Liebermann , A. and Miller , L. 174 – 187 . New York : Teachers College Press .
  • MacNaughton , G. 2003 . Shaping early childhood: Learners, curriculum and contexts , Berkshire : Open University Press .
  • MacNaughton , G. 2005 . Doing Foucault in early childhood studies , London : Routledge .
  • McIntyre , D. 2005 . Bridging the gap between research and practice . Cambridge Journal of Education , 35 (3) : 357 – 382 .
  • Ministry of Education . 1996 . Te Whāriki: He whāriki matauranga mō ngā mokopuna o Aotearoa , Wellington : Learning Media . Retrieved January 28, 2010, from http://www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki.aspx
  • Ministry of Education . 2004 . Kei tua o te pae: Assessment for learning exemplars , Wellington : Learning Media . Retrieved January 28, 2010, from http://www.educate.ece.govt.nz/learning/curriculumAndLearning/Assessmentforlearning/KeiTuaotePae.aspx
  • Norman , P.J. , Golian , K. and Hooker , H. 2005 . Professional development schools and critical friends groups: Supporting student, novice and teacher learning . The New Educator , 1 (4) : 273 – 286 .
  • Oancea , A. and Furlong , J. 2007 . Expressions of excellence and the assessment of applied and practice‐based research . Research Papers in Education , 22 (2) : 119 – 137 .
  • Rogoff , B. 1998 . “ Cognition as a collaborative process ” . In Handbook of child psychology, Volume 2, Cognition, perception and language , 5th ed. , Edited by: Kuhn , D. and Siegler , R. 679 – 744 . New York : John Wiley .
  • Sebba , J. 2004 . “ Developing evidence‐informed policy and practice in education ” . In Evidence‐based practice in education , Edited by: Thomas , G. and Pring , R. 34 – 43 . Buckingham : Open University Press .
  • Swaffield , S. 2004 . Critical friends: Supporting leadership, improving learning . Improving Schools , 7 (3) : 267 – 278 .
  • Swaffield , S. 2005 . No sleeping partners: Relationships between head teachers and critical friends . School Leadership and Management , 25 (1) : 43 – 57 .
  • Swaffield , S. and MacBeath , J. 2005 . School self‐evaluation and the role of a critical friend . Cambridge Journal of Education , 35 (2) : 239 – 252 .
  • Timperley , H. , Wilson , A. , Barrar , H. and Fung , I. 2007 . Teacher professional learning and development: Best evidence synthesis iteration (BES) Retrieved January 24, 2008, from http://www.educationcounts.govt.nz/publications/series/2515/15341
  • Walsh , D.J. , Tobin , J.J. and Graue , M.E. 1993 . “ The interpretive voice: Qualitative research in early childhood education ” . In Handbook of research on the education of young children , Edited by: Spodek , B. 464 – 476 . New York : MacMillan .
  • Walsh , J.A. and Sattes , B.D. 2005 . Quality questioning: Research‐based practice to engage every learner , Thousand Oaks, Calif : Corwin Press .
  • Wells , G. 1999 . Dialogic inquiry: Towards a sociocultural practice and theory of education , New York : Cambridge University Press .
  • Wood , E. 2009 . “ Developing a pedagogy of play ” . In Early childhood education: Society and culture , 2nd ed. , Edited by: Anning , A. , Cullen , J. and Fleer , M. 27 – 38 . London : Sage .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.