This article is grounded in several types of empirical qualitative data deriving from a sample of four of the six secondary schools participating in a research partnership with the University of Cambridge School of Education. It is argued that each of the four schools has a research culture that fits within a category that can be described as either emergent, established or establishedembedded. The body of the article sets out distinguishing features of each of these forms of school research culture, and goes on to discuss the implications that this categorisation holds for current governmental policy with regards to the continuing professional development (CPD) of teachers.

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This article is a contribution to an ongoing debate in the United Kingdom about the value and impact of educational research. Specifically it focuses upon educational research carried out by teachers in school when they work in a partnership relationship with university-based researchers from a School of Education. The occupational culture of each of these professional groups differs, and the likelihood within a partnership for difference to be magnified and for misunderstanding and tension to arise are manifold. In attempting to explain how educational research is viewed from the perspective of each other's occupational culture, the hope is that greater understanding will give rise to partnerships that prove fruitful for both teacher researchers in school and for professional researchers from Higher Education.

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This article, written before but in anticipation of the Dearing report into Higher Education in the United Kingdom looks at the emergence of an advocacy of work-based learning in the context of increasing pressure for change in higher education over the preceding 30 years. It argues that successive government agencies have -in their enthusiasm to promote work-based learning -greatly oversimplified the complexity of the knowledge that ensues from learning in the workplace. The article works towards a tentative diagrammatic description of the complexity of occupational knowledge.