References
- Ainscow, M. and West, M., eds., 2006. Improving urban schools: leadership and collaboration. Maidenhead: Open University.
- Ainscow, M.E.L., Booth, T., and Dyson, A., 2004. Understanding and developing inclusive practices in schools: a collaborative action research network. International journal of inclusive education, 8, 125–139.10.1080/1360311032000158015
- Bennett, T., 2013. ResearchEd. Available from: www.workingoutwhatworks.com/en-GB/About/History
- Brindley, S., 2016. What do teachers say about research? Interview transcript.
- Bryan and Blunden, 2013. The place of community in professional development: a study of newly qualified teachers and newly appointed heads of department engaged in the masters in teaching and learning. Journal of education for teaching, 39 (1), 9–20.
- Cordingley, P., 2013. The contribution of research to teachers’ professional learning and development. BERA/RSA
- Department for Children, Schools and Families (DCSF), 2008. Being the best for our children. London: HMSO.
- Department for Education (DfE), 1997. The white paper: excellence in schools. London: HMSO.
- Department for Education and Employment (DfEE), 2001. Learning and teaching: a strategy for professional development. London: HMSO.
- Department for Education and Skills, 2006. The logical chain: continuing professional development in effective schools. London: HMSO.
- Elliott, J., 1991. Action research for educational change. Milton Keynes: Open University Press.
- Foster, Peter, 1999. ‘Never mind the quality, feel the impact’: a methodological assessment of teacher research sponsored by the teacher training agency. British journal of educational studies, 47 (4), 380–398.
- Frost, D., ed., 2014. Transforming education through teacher leadership. Cambridge: Cambrideg University Press.
- Gray, J., et al., 1999. Improving schools. Buckingham: Open University Press.
- Hattie, J., 2003. Teachers make a difference: what is the research evidence?. Melbourne: Australian Council for Educational Research.
- Hill, V., 2014. The hertscam TLDW programme. In: D. Frost, ed. Transforming education through teacher leadership. Cambridge: University of Cambridge, Chapter 13.
- Maguire, M., 1994, The job of educating teachers. PhD thesis. King’s College, University of London.
- Murray, J., 2002, Between the chalkface and the ivory tower? a study of the professionalism of teacher educators working on primary initial teacher education courses in the English university sector. PhD thesis. University of London.
- Somekh, B., 1993. Quality in educational research: the contribution of classroom teachers. In: J. Edge and K. Richards, eds. Teachers develop, teachers research: papers on classroom research and teacher development. Portsmouth, NH: Heinemann International, 26–38.
- Stenhouse, L., 1975. An introduction to curriculum research and development. London: Heinemann Educational Books.
- Stenhouse, L., 1981. What counts as research? British journal of educational studies, 29 (2), 103–114.10.1080/00071005.1981.9973589
- Stutchbury, K. and Fox, A., 2009. Ethics in educational research: introducing a methodological tool for effective ethical analysis. Cambridge Journal of Education, 39, 409–504.
- Thomson, P., 2015. Action research with/against impact. Educational action research, 23, 309–311.10.1080/09650792.2015.1062235
- Wong, J.L.N., 2014. How does writing for publication help professional development of teachers? a case study in China. Journal of education for teaching, 40, 78–93.10.1080/02607476.2013.864019
- Zehetmeier, S., et al., 2015. Researching the impact of teacher professional development programmes based on action research, constructivism, and systems theory. Educational action research, 23, 162–177.10.1080/09650792.2014.997261