Learning in and for cross‐school working

Daniels, Harry; Leadbetter, Jane; Soares, Allan; Macnab, Natasha

doi:10.1080/03054980701259469

Cited by 14 publications

(18 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this study, there was no boundary crossing (Daniels, Leadbetter and Soares et al, 2007) between EFL teachers 1 and 2 (subjects 1) and the professionals of the diagnostic centres, psychologists (subject 2). The rules, the psychologists' common practice or policy that requires them to collaborate with teachers of Greek and head teachers only create contradiction.…”

Section: Division Of Labourmentioning

confidence: 52%

“…Third generation of activity theory was not fully used in this instance either as EFL teacher 2, and the SEN adviser did not collaborate in order to jointly construct a new object during this study. The concept of boundary crossing (Daniels et al., 2007) could not be fully applied in this context because there was no evidence of contact or collaboration between professionals.…”

Section: Resultsmentioning

confidence: 99%

“…The concept of boundary crossing was also used in the analysis, a ‘collective concept formation’ that takes place when professionals from different backgrounds collaborate and exchange ideas and concepts (Engeström, Engeström and Karkkainen, 1995; Daniels, Leadbetter and Soares et al., 2007). This study investigates whether there is boundary crossing between EFL teachers and EFL and SEN advisers and psychologists.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

An investigation into the effectiveness of collaboration between Greek secondary EFL teachers and specialist providers for dyslexia issues

Rontou¹

2011

Research in Spec Educ Needs

View full text Add to dashboard Cite

This paper investigates the collaboration of Greek secondary school teachers of English as a Foreign Language (EFL) with psychologists and advisers for dyslexia issues. Data were collected through audio recorded observations and interviews with head teachers and teachers. Taking a Vygotskian approach to learning, activity theory is applied to analyse the contradictions that emerge around the collaboration of teachers and head teachers with specialist provision for dyslexia issues from data in interviews and field notes across two schools. The analysis shows that contradictions are created when the participants try to achieve their goals for dyslexia support by the absence of ‘what’ artefacts – such as knowledge on dyslexia – and ‘how’ artefacts – processes and procedures such as collaboration with a counsellor – to support the collaboration of EFL teachers with EFL and special educational needs advisers and psychologists, the lack of staff at diagnostic centres and lack of funding for training. This finding indicates that the collaboration between psychologists, advisers and teachers to exchange information on pedagogy needs to be established through meetings and in‐service training of teachers.

show abstract

Section: Division Of Labourmentioning

confidence: 52%

Section: Resultsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

An investigation into the effectiveness of collaboration between Greek secondary EFL teachers and specialist providers for dyslexia issues

Rontou¹

2011

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…Engestrom and colleagues had worked with hospital teams, communications businesses, schools and healthcare settings, (see Engestrom 1995 and Engestrom & Middleton 1996 for examples of this type of work). In this country, Daniels et al . (2007) describes the use of this approach with a group of schools in the UK.…”

Section: Background and Introductionmentioning

confidence: 99%

“…Activity theory is growing in popularity both in this country and round the world with many academics and researchers from a range of backgrounds finding its approach and applicability highly relevant and helpful in understanding a range of work and work‐related settings and practices. For introductions to activity theory and descriptions of its application see, Daniels (2001), Leadbetter (2005), and Daniels et al . (2007).…”

Section: Background and Introductionmentioning

confidence: 99%

Learning in and for interagency working: making links between practice development and structured reflection

Leadbetter

2008

Learn Health Soc Care

Self Cite

View full text Add to dashboard Cite

This article describes a large national research project that followed a range of multi‐agency teams, within newly formed Children's Services in England, as they began to change and develop as a result of national and local policy changes. As the title suggests, the focus of the research was to observe the learning that was taking place and to offer approaches to facilitate the group learning. The approach is novel in that it employed a specific theoretical approach to the work; namely, the use of cultural–historical activity theory (CHAT), to analyse what was happening in the research sites and to structure and facilitate the intervention workshops. The findings reflect what was happening within teams, at individual, group and systemic levels. They also add to the body of knowledge that is accumulating in the application of activity theoretical approaches to work‐place learning. Some of the findings are expanded to offer suggestions for similar teams to consider as they make transitions within ever‐changing, expanding Children's Services. These include recommendations for professionals regarding the child and the wider context, aspects of professional role and focus of work, developing new tools, reconsidering existing rules, and examining values and pedagogic approaches in the work‐place.

show abstract

Situated Learning (Learning In Situ)

Waite

Pratt

2015

International Encyclopedia of the Social &Amp; Behavioral Sciences

View full text Add to dashboard Cite

Learning in and for cross‐school working

Cited by 14 publications

References 11 publications

An investigation into the effectiveness of collaboration between Greek secondary EFL teachers and specialist providers for dyslexia issues

An investigation into the effectiveness of collaboration between Greek secondary EFL teachers and specialist providers for dyslexia issues

Learning in and for interagency working: making links between practice development and structured reflection

Situated Learning (Learning In Situ)

Contact Info

Product

Resources

About