This study addresses the challenges faced by organisations and individual professionals, as new practices are developed and learned in multi-agency work settings. The practices examined in the paper involve working responsively across professional boundaries with at-risk young people. The paper draws on evidence from the Learning in and for…

We draw on evidence gathered from teachers who had responsibility for initial teacher education in their schools as part of training partnership arrangements with universities, in order to examine how they are working within their schools and with their higher education partners. Evidence consisted of questionnaire returns from 60 teachers,…

The evidence discussed in this paper was gathered in a one-year study of how student teachers learn about learning in primary schools. In examining mentoring we pursued three research questions in order to increase our understanding of how mentoring processes were helping student teachers to work responsively in classrooms with pupils. The…

Presents a study that draws data from a five-year project that used parent involvement to raise pupil achievement in literacy and numeracy. Focuses on the schools' rationales for why they invested in parental involvement. Relates the data to sociological understandings of how teachers support children's learning and teachers' conceptions of…