Developing knowledge in education systems is essential in capacity building. When the intention is to build collective capacity and sustain the capacity in schools, we claim there is a need to understand how organizational knowledge is developed and what form this knowledge may take in the school as an organization. However, theory seems to have…

Partnerships between researchers and educators have become a common mode of working to support processes of school improvement. However, research on the processes and outcomes of long-term partnerships remains marginal. This paper increases our knowledge about the processes and experiences involved when researcher-interventionists introduce…

Educational systems worldwide promote the use of collaborative networks to foster teacher learning and improve practice in the pursuit of educational change to address longstanding equity and achievement issues. New Zealand is no exception, with its Communities of Learning/Kahui Ako policy mandating collaboration spanning across schools--a mandate…