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Professor Elliott is well known internationally for his role in developing the theory and practice of action research within the broad field of education and training, as a means of bringing about sustainable innovation and change through engaging teachers and trainers as active participants in creating knowledge about how to effect change. John Elliott has directed a number of funded collaborative classroom research projects with teachers and schools. These include the Ford Teaching Project (1972-74), funded by the Ford Foundation, and the TTA funded Norwich Area Schools Consortium (NASC) on the 'curriculum and pedagogical dimensions of student disaffection' (1997-2001).
In the mid-70s John Elliott founded a collaborative action research international network (CARN) which still flourishes to this day and extends across the professions and other educational providers. He is also a founding editor of the ‘Educational Action Research Journal’, which has strong links with CARN. In his role as pedagogical consultant to the OECD’s ‘Environment and School Initiatives’ Network (ENSI), he played a major role in fostering internationally an action research approach to the development of curricula that enabled students and teachers to actively participate in the creation of locally useful environmental knowledge as a community resource.
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论文共 58 篇作者统计合作学者相似作者
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Routledge eBookspp.Vol221:64-Vol221:84, (2021)
Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 volspp.Vol221:189-Vol221:203, (2021)
Routledge eBookspp.Vol221:50-Vol221:63, (2021)
THEORY AND PRACTICE OF LESSON STUDY IN MATHEMATICS: AN INTERNATIONAL PERSPECTIVEpp.785-801, (2019)
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