Page 170 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 170
‘gardening tools’ and the Relational Agency Framework. International
Journal of Early Years Education, 24(3), 378–391.
Edwards, A. (2005). Relational agency: Learning to be a resourceful practition-
er. International Journal of Educational Research, 43(3), 168–182.
Edwards, A. (2010). Being an expert professional practitioner: The relational
turn in expertise. Dordrecht: Springer.
Edwards, A. (2011). Building common knowledge at the boundaries be-
tween professional practices: Relational agency and relational expertise
in systems of distributed expertise. International Journal of Educational
Research, 50(1), 33–39.
Edwards, A. (2012). The role of common knowledge in achieving collabora-
tion across practices. Learning, Culture and Social Interaction, 1(1), 22–32.
Edwards, A. (2015). Recognising and realising teachers’ professional agen-
cy. Teachers and Teaching, 21(6), 779–784.
Edwards, A., & Daniels, H. (2012). The knowledge that matters in professional
practices. Journal of Education and Work, 25(1), 39–58. http://dx.doi.org/10.
1080/13639080.2012.644904
Edwards, A., & Downes, P. (2013). Alliances for Inclusion. Commissioned
Research Report for EU Commission NESET. Retrieved from http://www.
nesetweb.eu/Alliances%20for%20Inclusion%20 NESET%20Report
Edwards, A., Lunt, I., & Stamou, E. (2010). Inter-professional work and exper-
tise: New roles at the boundaries of schools. British Educational Research
Journal, 36(1), 27–45.
Edwards, A. (2016). Revealing relational work. In A. Edwards (Ed.), Working
relationally in and across practices: Cultural-historical approaches to col-
laboration (pp. 1–2). Cambridge: Cambridge University Press.
European Commission/EACEA/Eurydice/Cedefop (2014). Tackling Early
Leaving from Education and Training in Europe: Strategies, Policies and
Measures. Eurydice and Cedefop Report. Luxembourg: Publications
Office of the European Union.
European Commission. (2013). Reducing early school leaving: Key messag-
es and policy support. Final Report of the Thematic Working Group on
Early School Leaving. Retrieved from http://ec.europa.eu/education/policy/
strategic-framework/doc/esl-group-report_en.pdf
Goh, P., & Di Prospero, L. (2017). The grey area: An exploration of the scope of
practice for nurses and radiation therapists within the radiation oncology
program focusing on interprofessional collaborative competencies of role
170
Journal of Early Years Education, 24(3), 378–391.
Edwards, A. (2005). Relational agency: Learning to be a resourceful practition-
er. International Journal of Educational Research, 43(3), 168–182.
Edwards, A. (2010). Being an expert professional practitioner: The relational
turn in expertise. Dordrecht: Springer.
Edwards, A. (2011). Building common knowledge at the boundaries be-
tween professional practices: Relational agency and relational expertise
in systems of distributed expertise. International Journal of Educational
Research, 50(1), 33–39.
Edwards, A. (2012). The role of common knowledge in achieving collabora-
tion across practices. Learning, Culture and Social Interaction, 1(1), 22–32.
Edwards, A. (2015). Recognising and realising teachers’ professional agen-
cy. Teachers and Teaching, 21(6), 779–784.
Edwards, A., & Daniels, H. (2012). The knowledge that matters in professional
practices. Journal of Education and Work, 25(1), 39–58. http://dx.doi.org/10.
1080/13639080.2012.644904
Edwards, A., & Downes, P. (2013). Alliances for Inclusion. Commissioned
Research Report for EU Commission NESET. Retrieved from http://www.
nesetweb.eu/Alliances%20for%20Inclusion%20 NESET%20Report
Edwards, A., Lunt, I., & Stamou, E. (2010). Inter-professional work and exper-
tise: New roles at the boundaries of schools. British Educational Research
Journal, 36(1), 27–45.
Edwards, A. (2016). Revealing relational work. In A. Edwards (Ed.), Working
relationally in and across practices: Cultural-historical approaches to col-
laboration (pp. 1–2). Cambridge: Cambridge University Press.
European Commission/EACEA/Eurydice/Cedefop (2014). Tackling Early
Leaving from Education and Training in Europe: Strategies, Policies and
Measures. Eurydice and Cedefop Report. Luxembourg: Publications
Office of the European Union.
European Commission. (2013). Reducing early school leaving: Key messag-
es and policy support. Final Report of the Thematic Working Group on
Early School Leaving. Retrieved from http://ec.europa.eu/education/policy/
strategic-framework/doc/esl-group-report_en.pdf
Goh, P., & Di Prospero, L. (2017). The grey area: An exploration of the scope of
practice for nurses and radiation therapists within the radiation oncology
program focusing on interprofessional collaborative competencies of role
170
