Building a reflective community: Development through collaboration between a higher education institution and one school over 10 years

Abstract

This article reports university/school partnership in research and development over a decade of unprecedented change in England. The programme of work evolved through three distinct phases in response to formative evaluations of each stage and changing circumstances. This could be conceived as action research on three levels: the classroom, the school and the partnership. The success of the collaboration is evaluated by reference to Anderson & Herr's (1999) five validity criteria for practitioner research: outcome validity, process validity, democratic validity, catalytic validity and dialogic validity. © 2000, Taylor & Francis Group, LLC.