There has been a debate in both academic and educational policy arenas around the generation and use of educational knowledge. In the UK, this has led to many recent and far-reaching initiatives, which aim to enhance the relationship between universities and schools, and, which also, aim to develop new ways of supporting practitioner research and enquiry. Internationally, there are similar trends particularly in the USA, Australia and Norway - which is about to invest considerable sums of money in generating new partnerships between universities and schools focused on educational research. This book presents the work of a highly innovative partnership between the University of Cambridge, Faculty of Education, and eight secondary schools. This networked learning community has helped to define the use and production of educational knowledge and research within and between various partners. This book explores 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. This book will appeal to a wide audience of practitioners and academics: to all who are interested in how research and enquiry can be used to support the development of practice in schools.
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