Learning across boundaries: Developing trans-professional understanding through practitioner enquiry

Hdl Handle:
http://hdl.handle.net/10034/277514
Title:
Learning across boundaries: Developing trans-professional understanding through practitioner enquiry
Authors:
Hulme, Robert I.; Cracknell, David
Abstract:
This book chapter examines the value of practitioner inquiry in the development of common language and shared understanding for a group of mid-career professionals from a variety of public service backgrounds brought together in order to formulate and disseminate responses to the Every Child Matters (2003) agenda for integrating services for children.
Affiliation:
University of Chester
Citation:
In A. Campbell, & S. Groundwater-Smith (Eds.), Connecting inquiry and professional learning in education: International perspectives and practical solutions (pp. 150-164). Abingdon, United Kingdon: Routledge, 2009
Publisher:
Routledge
Publication Date:
2-Apr-2013
URI:
http://hdl.handle.net/10034/277514
Additional Links:
http://www.routledge.com
Type:
Book chapter
Language:
en
Description:
This book chapter is not available through ChesterRep.
ISBN:
0415478138
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorHulme, Robert I.en_GB
dc.contributor.authorCracknell, Daviden_GB
dc.date.accessioned2013-04-02T09:36:16Zen
dc.date.available2013-04-02T09:36:16Zen
dc.date.issued2013-04-02en
dc.identifier.citationIn A. Campbell, & S. Groundwater-Smith (Eds.), Connecting inquiry and professional learning in education: International perspectives and practical solutions (pp. 150-164). Abingdon, United Kingdon: Routledge, 2009en_GB
dc.identifier.isbn0415478138en
dc.identifier.urihttp://hdl.handle.net/10034/277514en
dc.descriptionThis book chapter is not available through ChesterRep.en_GB
dc.description.abstractThis book chapter examines the value of practitioner inquiry in the development of common language and shared understanding for a group of mid-career professionals from a variety of public service backgrounds brought together in order to formulate and disseminate responses to the Every Child Matters (2003) agenda for integrating services for children.en_GB
dc.language.isoenen
dc.publisherRoutledgeen_GB
dc.relation.urlhttp://www.routledge.comen_GB
dc.subjectpractitioner inquiryen_GB
dc.subjectEvery Child Mattersen_GB
dc.titleLearning across boundaries: Developing trans-professional understanding through practitioner enquiryen
dc.typeBook chapteren
dc.contributor.departmentUniversity of Chesteren_GB
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