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Boundary Crossing in R&D Projects in Schools: Learning Through Cross-Professional Collaboration

by Wouter Schenke, Jan van Driel, Femke P. Geijsel & Monique L. L. Volman - 2017

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Cite This Article as: Teachers College Record Volume 119 Number 4, 2017, p. 1-42
https://www.tcrecord.org ID Number: 21667, Date Accessed: 5/9/2021 10:28:40 PM
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About the Author
  • Wouter Schenke
    Kohnstamm Institute, University of Amsterdam
    E-mail Author
    WOUTER SCHENKE, PhD, works as a researcher at Kohnstamm Institute, University of Amsterdam, and as teacher educator at the Institute of Teacher Education (ILO), University of Amsterdam, Amsterdam, The Netherlands. His research interests concern organizational aspects of practice-based research in schools, professional learning communities, and collaboration between researchers and teacher researchers. Recent publication:

    Schenke, W., van Driel, J. H., Geijsel, F. P., Sligte, H. W., & Volman, M. L. L. (2016). Characterizing cross-professional collaboration in research and development projects in secondary education. Teachers and Teaching: Theory and Practice.

  • Jan van Driel
    The University of Melbourne
    E-mail Author
    JAN H. VAN DRIEL is a Professor of Science Education at the Melbourne Graduate School of Education, the University of Melbourne. His research is focused on three areas: science education, teaching, and teacher education, and higher education. Recent publication: Recent publication:

    Van Driel, J. H., Berry, A., & Meirink, J. A. (2014). Research on science teacher knowledge. In N. Lederman (ed.), Handbook of research on science education, 2nd Ed. (pp. 848870). London: Taylor & Francis.

  • Femke Geijsel
    University of Amsterdam
    E-mail Author
    FEMKE P. GEIJSEL is Professor by Special Appointment of Educational Leadership and Management at the University of Amsterdam, the Netherlands. She is the director of the Netherlands Institute of Leadership in Education (NSO). She examines management ideologies, leadership styles, and leadership development within various education sectors and across different layers of education institutions. Recent publication:

    Willemse, T. M., ten Dam, G., Geijsel, F., van Wessum, L., & Volman, M. (2015). Fostering teachers' professional development for citizenship education. Teaching and Teacher Education, 49, 118127.

  • Monique Volman
    University of Amsterdam
    E-mail Author
    MONIQUE L. L. VOLMAN is Full Professor of Education and program leader at the Research Institute of Child Development and Education of the University of Amsterdam, The Netherlands. Main areas in her research are learning environments for meaningful learning, diversity, and the use of ICT in education. In her work, she aims to build bridges between educational theory and practice. Recent publication:

    Gaikhorst, L., Beishuizen, J. J., Zijlstra, B. J., & Volman, M. L. (2015). Contribution of a professional development programme to the quality and retention of teachers in an urban environment. European Journal of Teacher Education, 38(1), 4157.

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