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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.

The rheumatologist is commonly tasked with the difficult problem of making a diagnosis of a patient who appears to have a multisystem condition. The problem can be compounded by the use of partial treatment, especially the use of high doses of glucocorticoids, which can mask important clues to the diagnosis, and may even prevent the possibility of confirming a diagnosis; worst of all, they may exacerbate any underlying infection that may be the true cause of the problem. The rheumatologist should not discount the value of repeating initial investigations, if the condition changes, and of reviewing the diagnosis accordingly. Wherever possible, evidence should be used for management decisions, but there is still a degree of art, fashioned from experience, that needs to be practised in managing these cases effectively.

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