Abstract
As we have come to better understand the complexity of the challenges associated with enhancing the learning of all students, attention has turned from working with individual teachers to working with groups of teachers, with whole school staff, and with schools and their communities. There has been a recognition that teacher decisions are taken and enacted with reference to the complex, multilayered social and material contexts of their immediate, and the wider, policy and practice setting for action (Coburn & Penuel, 2016; Falk, Dierking, Osborne, Wenger, Dawson, & Wong, 2015; Hewston & Smith, 2015; Nolen, 2011).
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Cowie, B. (2017). Introduction. In: McNae, R., Cowie, B. (eds) Realising Innovative Partnerships in Educational Research. Educational Partnerships and Collaborations. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-062-2_13
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DOI: https://doi.org/10.1007/978-94-6351-062-2_13
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-062-2
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