Learning across boundaries: Developing trans-professional understanding through practitioner enquiry
| dc.contributor.author | Hulme, Robert I. | * |
| dc.contributor.author | Cracknell, David | * |
| dc.date.accessioned | 2013-04-02T09:36:16Z | |
| dc.date.available | 2013-04-02T09:36:16Z | |
| dc.date.issued | 2013-04-02 | |
| dc.identifier.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 | en |
| dc.identifier.isbn | 0415478138 | en |
| dc.identifier.uri | http://hdl.handle.net/10034/277514 | |
| dc.description | This book chapter is not available through ChesterRep. | en |
| dc.description.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. | |
| dc.language.iso | en | en |
| dc.publisher | Routledge | |
| dc.relation.url | http://www.routledge.com | |
| dc.subject | practitioner inquiry | |
| dc.subject | Every Child Matters | |
| dc.title | Learning across boundaries: Developing trans-professional understanding through practitioner enquiry | |
| dc.type | Book chapter | |
| dc.contributor.department | University of Chester | en |
| html.description.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. |