Items where Author is "Elliott, John"

Elliott, John (2022) Recasting the relationship between teachers and research in Plato's shadow:The contribution of Herbert Altrichter. In: Action Research-Past, Present, new Future. UNSPECIFIED. (In Press)

Elliott, John (2022) Preparing teachers for creative engagement with educational change:An appreciation of the work of Ángel Pérez Gómez and his Associate Researchers at the University of Malaga. Margenes. Revista de Educacion de la Universidad de Malaga, 3 (3). pp. 13-28.

Elliott, John (2022) Lesson Study-shaping up in context. In: Lesson Study. Morata, pp. 25-45. ISBN 978-84-18381-80-5

Elliott, John and Austin, Lucy (2019) The conceptualisation and impact of a post-graduate course in lesson and learning study. Educational Action Research, 27 (4). pp. 460-480. ISSN 0965-0792

Elliott, John (2019) Some critical issues posed by ‘Theory and Practice of Lesson Study in Mathematics’ from a Western Perspective. In: Theory and Practice of Lesson Study in Mathematics: an international perspective. Springer. ISBN 978-3-030-04031-4

Elliott, John (2019) What is lesson study? European Journal of Education, 54 (2). pp. 175-188. ISSN 0141-8211

Elliott, John (2019) A Western Perspective. In: Theory and Practice of Lesson Study in Mathematics. Theory and Practice of Lesson Study in Mathematics . Springer, pp. 785-801. ISBN 978-3-030-04030-7

Elliott, John (2019) Quality criteria for lesson and learning studies as forms of action research. International Journal for Lesson and Learning Studies, 9 (1). pp. 11-17. ISSN 2046-8253

Elliott, John (2018) The use of behavioural objectives as a means of holding teachers to account for their students learning. Does this render student assessment ‘fit for purpose?’. European Journal of Education, 53 (2). pp. 133-137. ISSN 1465-3435

Elliott, John (2018) A Response to David Carpenter's 'Virtue Ethics in the Practice and Review of Social Science Research.'. In: Virtue Ethics in the Conduct and Governance of Social Science Research. Advances in Research Ethics and Integrity, 3 . Emerald Group Publishing Ltd., pp. 141-154. ISBN 978-1-78714-608-2

Elliott, John (2017) The crumbling shrine:The national curriculum and the proposals to amend it. In: The National Curriculum and its Effects. Taylor and Francis, pp. 33-44. ISBN 9781138724419

Elliott, John (2017) Editorial review: Lesson study as curriculum analysis (Kyouzai Kenkyuu) in action and the role of “the teacher as a researcher”. International Journal for Lesson and Learning Studies, 6 (1). pp. 2-9. ISSN 2046-8253

Elliott, John (2016) Teaching for historical understanding: some thematic continuities with the work of Lawrence Stenhouse:Reflections on chapters by Rachel Foster, Rob Somers and Paula Worth. In: MasterClass in History Education. Bloomsbury, London. ISBN 9781472530950

Elliott, John (2016) Principles and Methods for the conduct of Case Studies in School-based Educational Action Research. In: Skolnära forskningsmetoder. Studentlitteratur (Sweden), Lund, Sweden. ISBN 9789144110271

Elliott, John and Brown, Margaret (2015) Why we should give low grades to Gove's exams. In: What's next for education? The New Visions for Education Group, pp. 34-38. ISBN 9780954997212

Elliott, John (2015) Educational action research as the quest for virtue in teaching. Educational Action Research, 23 (1). pp. 4-21. ISSN 0965-0792

Elliott, John (2015) Towards a comprehensive pedagogical theory to inform lesson study: an editorial review. International Journal for Lesson and Learning Studies, 4 (4). 318 - 327.

Elliott, John (2014) Lesson and learning study and the idea of the teacher as a researcher. In: Realising Learning: Teachers' Professional Development Through Lesson and Learning Study. Taylor and Francis, pp. 148-167. ISBN 9781317803812

Elliott, John and Yu, Christina (2013) Learning studies in Hong Kong: A summary evaluation report on the 'Variation for the Improvement of Teaching And Learning' (VITAL) Project. Éducation & Didactique, 7 (2). pp. 147-163.

Elliott, J. (2012) Developing a science of teaching through lesson study. International Journal for Lesson and Learning Studies, 1 (2). pp. 108-125.

Elliott, J. (2012) Teaching Controversial Issues, the idea of the 'teacher as researcher' and contemporary significance for citizenship education. In: Curriculum, Pedagogy and Educational Research: The work of Lawrence Stenhouse. Routledge, London & New York.

Elliott, J. and Norris, NFJ (2012) The Stenhouse Legacy. In: Curriculum, Pedagogy and Educational Research: The Work of Lawrence Stenhouse. Routledge, London and New York, pp. 137-152.

Elliott, J. (2011) Values in Education and Lifelong Learning. In: Encyclopedia of the Sciences of Learning. Springer-ESL.

Elliott, John (2011) The Seesaw Curriculum: It's time that curriculum policy matured. Forum - Special Issue, 53 (1). pp. 15-29.

Elliott, John (2010) El "estudio de la ensenanza y del apren dizaje": una forma globalizadora de investigacion del profesorado. Reinventar la Profesion Docente, 68 (24.2). pp. 223-242.

Elliott, John (2010) Building social capital for educational action research: The contribution of Bridget Somekh. Educational Action Research, 18 (1). pp. 19-28. ISSN 0965-0792

Elliott, J. (2010) Lesson and Learning Study: A globalising form of teacher research. Revista Interuniversitaria de Formacion del Profesorado, 68 (24.2).

Elliott, J. (2010) Giving Birth to School Academies: Power, Politics and Community Voice. In: The State and Education Policy. Continuum Books, London.

Elliott, J. (2009) Building Educational Theory through Action Research. In: The SAGE Handbook of Educational Action Research. Sage Publications, London, New Delhi, Singapore.

Elliott, J. (2009) Research-based Teaching. In: Changing Teacher Professionalism. Routledge, London & New York.

Elliott, J. (2009) Connecting Action with Research. In: Leaders in Curriculum Studies: Intellectual Self-Portraits. Sense Publishers, Rotterdam/Boston/Taipai.

Elliott, J. (2009) Educational Evaluation as Mediated Mutual Learning. In: The SAGE International Handbook of Educational Evaluation. Sage Publications, London, New Delhi, Singapore.

Elliott, J. (2008) Constructing a Professional Knowledge-Base for Teacher Education Through Action Research. In: Improving Teacher Education through Action Research. Routledge, New York & London.

Elliott, J. and Ching-Tien, Tsai (2008) What might Confucius have to say about action research. Educational Action Research, 16 (4). pp. 569-578. ISSN 0965-0792

Elliott, John and Lukes, Dominik (2008) Epistemology as ethics in research and policy: The use of case studies. Journal of Philosophy of Education, 42 (S1). pp. 87-119. ISSN 1467-9752

Elliott, J. (2008) The Birth of a School Academy in North Norwich: A case study. The Forum, 50 (3).

Elliott, J. and Yu, C. (2008) Learning Studies as an Educational Change Strategy in Hong Kong: An independent evaluation of the 'Variation for the Improvement of Teaching and Learning'. Working Paper. UNSPECIFIED, VITAL Project.

Elliott, John (2007) Assessing the quality of action research. Research Papers in Education, 22 (2). pp. 229-246. ISSN 0267-1522

Elliott, John (2006) Educational research as a form of democratic rationality. Journal of Philosophy of Education, 40 (2). pp. 169-185. ISSN 0309-8249

Elliott, J. (2004) The struggle to redefine the relationship between "knowledge" and "action" in the academy: some reflections on action research. Educar, 34. pp. 11-26.

Elliott, John (2001) Making evidence-based practice educational. British Educational Research Journal, 27 (5). pp. 555-574. ISSN 0141-1926