Action Research A Methodology for Change and Development

communicative validation 29–30,
78
Communities Partnership Project
(CPP) 33–4, 35
communities of practice 23–4, 189
community 186–7
community settings 41–50, 60
computers see information and
communication technology
(ICT)
conceptual generic competence
attributes 147–8, 149–50
confidentiality, codes of 92–3,
119, 158, 163–4
confrontations 150–1
control/treatment group 56
Convery, A. 153, 157, 158, 171,
173
co-researchers 108–9
PELRS 179–80, 189–91
pupils as 184–5, 192–3
Coulter, D. 13
Council for Accreditation in
Teacher Education (CATE)
112–13, 129
Coveney, R. 114–15, 125–6
‘Creating a Learning Culture: A
history of change in hospital
nursing’ (Titchen) 46–8
creativity 182
critical scholarship 178
Cronbach, L.J. 156
cross-case analysis 30, 171–2, 173
Csikszentmihalyi, M. 98, 189
Cubação 39, 40
Cuban, L. 176
cultural invasion 34
cultural legitimacy 39
cultural reproduction 20–1
cultural tools 21–2
culture
cultural divide in INTENT
project 120–1
INDEX 215
cultural divide between
university and companies in
COMEX 139–41
culturally-responsive nature of
action research methodology
59–61
issues of discourse and intercultural
dialogue in PELRS
action research 191–2
learning culture 46–8
curriculum
National Curriculum 104, 110,
183, 192
process curriculum 182–3, 192
cyclical process 6
Dadds, M. 59
Daniels, H. 186
data analysis 97–8
Davies, B. 196
Davies, C. 196
Davies, R. 104–5, 183
Davis, B. 158
Davis, N. 114, 115, 121, 124, 125
Davison, B. 91
Dearden, G. 78, 97
decision-making, study of 73–85
deficit model 162, 163
democracy 24–6, 79, 81
Department for Education and
Science (DES) 101–2, 112,
113, 115–16, 122, 128
Department for Education and
Skills (DfES) 153, 158, 167,
182
Department of Trade and Industry
(DTI) Micros in Schools
Scheme 89, 111, 154
Desforges, C. 114, 120, 121–2
‘developing’ countries 32–40, 60
Developing IT in Teacher
Education (DITTE) series
124