Baumfield, V & Butterworth, A 2007, ‘Creating and translating knowledge about teaching and learning in collaborative School/University Partnerships: what is exchanged across partnerships by whom and how’, Teachers and Teaching: Theory and Practice, vol. 13, no. 4, pp. 411-427.
Baumfield, V, Hall, E & Wall, K 2013, Action Research in Education: Learning Through Practitioner Enquiry, 2nd Ed, Sage, London.
Campbell, A, 2007, Practitioner Research, London, viewed 1 July 2014
<http://www.tlrp.org/capacity/rm/wt/campbell >
Carr, W & Kemmis, S, 1986, Becoming Critical: education, knowledge and action research, Falmer Press London.
Carroll, M 2009, ‘Chartered Teachers and the process of professional enquiry: the experience of five Scottish teachers’, Professional Development in Education, vol. 35, no. 1, pp. 23-42.
Cochran-Smith, M & Lytle, SL 1993, Inside Out: Teacher Research and Knowledge, Teachers College Press, New York and London.
Cochran-Smith, M & Lytle, SL 2009, Inquiry as Stance: Practitioner Research for the next generation, Teachers College Press, New York and London.
Connelly, G & McMahon, M 2007, ‘Chartered Teacher: Accrediting professionalism for Scotland’s teachers – a view from the inside’, Journal of In-service Education, vol. 33 no. 1, pp. 91-105.
Donaldson, G 2010, Teaching Scotland's Future: Report of a review of teacher education in Scotland, ScotGov, Edinburgh.
Efron, S & Ravid, R 2013, Action research: a practical guide, Guildford Press, New York.
Elliot, J 1991 Action Research for Educational Change, Open University Press, Milton Keynes.
Forde, C & McMahon, M 2012, Redefining teacher leadership, Paper for the Teacher Education Teacher Work Network Seminar, 8th June 2012, University of Strathclyde.
Forde, C & McMahon, M forthcoming, ‘Approaches to Teacher Effectiveness in Scotland: Balancing development and accountability’ In OS Tan and WC Liu (eds) Teacher Effectiveness: Capacity Building in a Complex Learning Era, Cengage Learning, Singapore.
Forde, C, Hamilton, G, McMahon, M & Murray, R 2012, Professional Standards in Teaching in Scotland: sustaining professional learning, Symposium, Scottish Educational Research Annual Conference, 18th November 2012, University of the West of Scotland.
Furlong, J & Oancea, A 2005, Assessing Quality in Applied and practice-based Educational Research: A framework for discussion, Oxford University Department of Educational Studies, Oxford.
General Teaching Council Scotland 2004, The Standard for Chartered Teacher, GTCS, Edinburgh.
General Teaching Council Scotland 2009, The Standard for Chartered Teacher, GTCS, Edinburgh.
General Teaching Council Scotland 2012a, The Standards for Registration GTCS, Edinburgh.
General Teaching Council Scotland 2012b, The Standard for Career-long Professional Learning, GTCS, Edinburgh.
General Teaching Council Scotland 2012b, The Standard for Leadership and Management, GTCS, Edinburgh.
Glassman, M, Erdem, G & Batholomew, M 2013, ‘Action research and its history as an adult education movement for social change’, Adult Education Quarterly vol. 6, no. 3, pp. 272-288.
Her Majesty’s Inspectors Education 2007, Leadership for Learning: The challenges of leading in a time of change, viewed 1 July 2014,
<www.educationscotland.gov.uk/Images/lflcltc_tcm4-712783.pdf>
Her Majesty’s Inspectors Education HMIe, 2011, Principles of Inspection and Review, viewed 1 July 2014,
<http://www.educationscotland.gov.uk/Images/PrinciplesofInspectionandReview2010_tcm4-683703.pdf>
Hoyle, E, 1974 ‘Professionality, professionalism and control in teaching’, London Education Review
vol. 3, no. 2, pp. 13-19.
Hulme, M & Menter, I 2008, ‘To teach or to research – is that the question? A case study from the Schools of Ambition’, Education in the North, vol. 16, pp. 61-68.
Hulme, M, Lowden, K & Elliot, D (2009) Teachers as researchers: initial experiences within Scottish ‘Schools of Ambition’, Journal of Teacher Education and Teachers’ Work, vol. 1, no. 1, pp. 18-30.
Ingvarson, L 2009, ‘Developing and rewarding excellent teachers: The Scottish Chartered Teacher Scheme’, Professional Development in Education, vol. 35, no. 3, pp. 451-468.
Kemmis, S & McTaggart, R 1988, (eds) The Action Research Planner, Deakins University, Victoria.
Kemmis, S McTaggart, R & Nixon, R 2014, (eds.) The Action Research Planner: Doing critical participatory action research, Springer, Singapore.
Lewin, K 1946, ‘Action Research and Minority Problems’, Journal of Social Issues, vol. 2, no. 4, pp.34-46.
McCormac, G 2011, Advancing Professionalism: The Report of the Review of Teacher Employment in Scotland, ScotGov, Edinburgh
McMahon, M, Reeves, J, Devlin, AM, Jaap, A & Simpson, J 2009, Evaluating the Impact of Chartered Teacher in Scotland: The Views of Chartered Teachers: Project Report, General Teaching Council for Scotland, Edinburgh.
McMahon, M & Reeves, J (2010) Evaluating the impact of Chartered Teacher in Scotland: The views of Chartered Teachers: Final Report, Universities of Glasgow and Stirling, Glasgow.
McNiff, J & Whitehead, J (2006) Action Research: Living Theory, Sage London.
Menter, I, Elliot, D, Hall, S, Hulme, M, Lowden, K, McQueen, I, Payne, F, Coutts, N, Robson, D, Spratt, J & Christie, D 2010, Research to Support Schools of Ambition: Final Report, Education Analytical Services, Scottish Government, Victoria Quay: Edinburgh.
National Partnership Group 2012, Teaching Scotland’s future – National Partnership Group: Report tot eh Cabinet Secretary for Education and Lifelong Learning, viewed 1 July 2014
<www.scotland.gov.uk/Resource/0040/00407756.pdf>
OECD 2012, Education at a Glance 2012, OECD, Paris, viewed 1 July 2014
<http://dx.doi.org/10.1787/eag_highlights-2012-en>
OECD n.d. OECD Programme for International Student Assessment, viewed 1 July 2014,
<http://www.oecd.org/pisa/>
Reeves, J 2007, ‘Inventing the Chartered Teacher’, British Journal of Educational Studies, vol. 55, no. 1, pp. 56-76.
Reeves, J & Fox, A 2008, (eds) Practice-based Learning: Developing Excellence in Teaching, Dunedin Press, Edinburgh.
Scottish Executive (SE) 2000, Standards in Scotland's Schools etc. Act 2000, Scottish Executive, Edinburgh.
Scottish Executive (SE) 2001, A Teaching Profession for the 21st Century: Agreement reached following recommendations made in the McCrone Report, Scottish Executive, Edinburgh.
Scottish Executive (SE) 2004, A Curriculum for Excellence: The Curriculum Review Group, Scottish Executive, Edinburgh.
Scottish Executive (SE) 2006, A Curriculum for Excellence: Progress and Proposals, Scottish Executive, Edinburgh.
Scottish Executive Education Department (SEED) 2004, Ambitious Excellent schools: Our agenda for action, Scottish Executive, Edinburgh.
Scottish Office Education Department (SOED) 1994, The Structure and Balance of the Curriculum 5-14, SOED, Edinburgh.
Scottish Government (ScotGov) 2009, Schools of Ambition: Leading change, Learning Teaching Scotland, Edinburgh, viewed 1 July 2014 <www.ltscotland.org.uk/schools of ambition>
Scottish Government (ScotGov) 2011, National Performance Framework, viewed 1 July 2014, <http://www.scotland.gov.uk/About/Performance/scotPerforms/NPFChanges>
Scottish Government (ScotGov) 2012, Teaching Scotland's Future - National Partnership Group: Report to the Cabinet Secretary for education and Lifelong Learning, viewed 1 July 2014.
< www.scotland.gov.uk/Resources/0040/00407756.pdf>
Stenhouse, L 1975, An Introduction to Curriculum Research and Development, Heineman, London.
Stenhouse, L 1980, Curriculum Research and Development in Action, Heinemann Educational Books London.
Townsend, A 2013 Action Research: the challenges of understanding and changing practice, Open University Press, Maidenhead, Berkshire.
Williamson, Z. and Robinson, G 2009, ‘“Challenge”, “freedom”, “change”: an emerging language of activism from Chartered Teachers’, Professional Development in Education, vol. 35, no. 1, pp. 43-61.
Zeichner, KM 2003, ‘Teacher research as professional development for P-12 educators in the USA’, Educational Action Research, vol. 11, no. 2, pp. 301-326.
References
References