Recent Books

Elliott, J, (1991) Action Research for Educational Change, Open University Press: Milton Keynes.

Elliott, J, (1993) (ed)  Reconstructing Teacher Education, Falmer Press: London.

Elliott, J, (1998)The Curriculum Experiment.  Meeting the Challenge of Social Change,  Open University Press: Milton Keynes.

Altrichter, H and Elliott, J, (2000) (eds)  Images of Educational Change, Open University Press: Milton Keynes.

Day, C, Elliott, J, Somekh, B, and Winter, R (2002) (eds) Theory and Practice in Action Research, Symposium Books: Oxford.

Elliott, J (2007) Reflecting Where the Action Is: The Selected Writings of John Elliott, World Library of Educationalists, Routledge: London and New York.

Elliott, J and Norris, N (eds) (2012) Curriculum, Pedagogy and Educational Research: the work of Lawrence Stenhouse, London & New York: Routledge.

Recent Chapters in Books

Elliott, J (1996) ‘Curriculum Study’ in A Guide to Educational Research (ed) P. Gordon, The Woburn Press: London.

Elliott, J (1997) ‘School-based Curriculum Development and Action Research in the United Kingdom’ in International Action Research: A Casebook for Education Reform (ed) S. Hollingsworth, Falmer Press: London.

Elliott, J (2000) ‘Towards a synoptic vision of educational change in advanced industrial societies’ in Images of Educational Change  (eds)  H Altrichter and J Elliott  Open University Press: Milton Keynes.

Elliott, J and Ebbutt D (2000) ‘Practice-based inquiry as a capacity-building strategy in a distance-learning context: The problems and potentials’ in Perspectives on Teacher Education and Transformation in Namibia (ed) L Dahlstrom, Gamsberg Macmillan, Namibia.

Elliott, J and Morris, P (2001) ‘Educational Reform, Schooling, and Teacher Education in Hong Kong’ in New Teacher Education for the Future: International Perspectives (eds) Y C Cheng,  K W Chow, K T Tsui, The Hong Kong Institute of Education, Hong Kong and Kluwer Academic Publishers, Netherlands.

Elliott, J (2001) ‘Restructuring Educational Research for the Third Way’ in Taking Education Really Seriously: Four Years Hard Labour (ed) M Fielding, RoutledgeFarmer: London and New York.

Elliott, J (2001) ‘The Crumbling Shrine: the National Curriculum and the Proposals to Amend it’ in The National Curriculum and its Effects (eds) C Cullingford and P Oliver, Ashgate: Aldershot.

Elliott, J (2001) ‘Characteristics of performative cultures: their central paradoxes and limitations as resources for educational reform’ in The Performing School (ed) C Husbands, Routledge: London

Elliott, J (2002) ‘What is Applied Research in Education?’ in The Teacher as Researcher (ed) G Bagakis, Athens: Metaichmio Publications

Elliott, J and Chan, KK (2003) ‘Curriculum Reform East and West: Global Trends and Local Contexts’ in Reforms of Curriculum and Instruction in Hong Kong and Shanghai:  A Paradigm Shift, (ed) Law Hau Fai, Edmond, Hong Kong Institute of Education

Elliott, J (2004) ‘Using research to improve practice: the notion of evidence-based practice’ in International Handbook on the Continuing Professional Development of Teachers (eds) C Day and J Sachs, Open University Press: Maidenhead

Elliott, J (2005) ‘Reflections: Personal and Professional’ in Curriculum Change in Secondary Schools, 1957-2004 (ed) N Evans, Abingdon: Routledge.

Elliott, J (2007) ‘Reinstating Social Hope through Participatory Action Research,’ A Tribute to the Life and Work of Orlando Fals Borda, Columbia, Bogota: Universidad de la Salle.

Elliott, J (2007) From ‘human capital’ theory to ‘capability theory’ as a driver of curriculum reform: a reflection on the educational implications of the work of Amartya Sen in the light of John Dewey’s account of educational values, in Somekh, B & Schwandt, T (Eds) Knowledge Production: Research Work in Interesting Times, London & New York: Routledge.

Elliott, J (2007) ‘Developing Hypotheses about Classrooms from Teachers’ Practical Constructs: an Account of the Work of the Ford Teaching Project’ in Reflecting Where the Action Is: The Selected Writings of John Elliott, World Library of Educationalists, Routledge: London and New York.

Elliott, J (2008) Constructing a Professional Knowledge-Base for Teacher Education Through Action Research, in Ming-Fai Hui & David L Grossman (Eds) Improving Teacher Education through Action Research, New York & London: Routledge.

Elliott, J (2009) Research-based Teaching, in Gewirtz S, Mahoney P, Hextall, & Cribb, A (Eds) Changing Teacher Professionalism, London & New York: Routledge.

Elliott, J (2009) Connecting Action with Research, in Short, E.C and Waks, L.J. (Eds) Leaders in Curriculum Studies: Intellectual Self-Portraits, Rotterdam/Boston/Taipai: Sense Publishers.

Elliott, J (2009) Building Educational Theory through Action Research, in Somekh, B and Noffke, S (Eds) The SAGE Handbook of Educational Action Research, Thousand Oaks (Calif), London, New Delhi, Singapore: SAGE Publications Inc.pp.28-38

Elliott, J (2009) Educational Evaluation as Mediated Mutual Learning, in Ryan, K.E and Bradley Cousins

Elliott, J (2010) Giving Birth to School Academies: Power, Politics and Community Voice, in Gunter, H (Ed) The State and Education Policy, London: Continuum Books.

Elliott, J (2011) Values in Education and Lifelong Learning, Encylopedia of the Sciences of Learning, Springer-ESL.

Elliott, J (2012) Teaching Controversial Issues, the idea of the ‘teacher as researcher’ and contemporary significance for citizenship education, in Elliott, J and Norris, N (Eds) Curriculum, Pedagogy and Educational Research: The work of Lawrence Stenhouse, London and New York: Routledge.

Elliott, J and Norris, N (2012) The Stenhouse Legacy, in Elliott, J and Norris, N (Eds) Curriculum, Pedagogy and Educational Research: The work of Lawrence Stenhouse, London and New York: Routledge.

Elliott, J (2013) ‘The Spiritual Dimension in Teaching: A View of Educational Action Research’, in Value & Virtue in Practice-Based Research edited by Jean McNiff, September Books. Available as a free download until September 2013.

Elliott, J (2015) ‘Lesson and learning study and the idea of the teacher as a researcher’ in Wood, K and Sithamparam, S (Eds) Realising Learning, London and New York: Routledge.

Elliott, J. & Brown, M (2015) Why we should give low grades to Gove’s exams in What’s next for education?Advice to the next government from the New Visions Group. The New Visions for Education Group, pp. 34-38, 5 p.

Elliott, J. (forthcoming 2016) Teaching for historical understanding: some thematic continuities with the work of Lawrence Stenhouse. Reflections on chapters by Rachel Foster, Rob Somers and Paula Worth in MasterClass in History Education : Transforming Teaching and Learning . Counsell, C., Burn, K. & Chapman, A. (eds.). London: Bloomsbury Books, Chapter 10


Recent Official Evaluation Reports

Elliott, J & Yu, C (2008) “Learning Studies as an Educational Change Strategy in Hong Kong: an independent evaluation of the ‘Variation for the Improvement of Teaching and Learning’(VITAL) Project”, funded by the Dept for Education and Manpower, Hong Kong. Published by the Centre for Learning Studies, HK Inst Educ.

Elliott, J (2001-4) “Progressive and Innovatory Primary Schools” (PIPS) programme of School-based Lesson Studies, funded by the Quality Education Fund (QEF) of Hong Kong. Published by the Nebter for Learning Studies, HK Inst of Educ.

Recent Articles in Refereed Journals include:

Elliott, J, (1997) ‘Quality assurance, the educational standards debate, and the commodification of educational research’ in The Curriculum Journal, Vol 8, No 1.

Elliott, J and Ebbutt, D, (1998) ‘Practice-based Inquiry in the BETD In-service Programme – some key issues’ in Educational Action Research Vol 6, No 2.

Elliott, J, (1999) ‘Evidence-based practice, action research and the professional development of teachers’ in Goldsmiths Journal of Education Vol 2, No 1.

Elliott, J, (1999) ‘Introduction:  global and local dimensions of reforms in teacher education in Teacher Education Reforms in an Age of Globalization’.  Special issue of Teaching and Teacher Education, An International Journal of Research and Studies.

Elliott, J, (2000) ‘Sustainable Society and Environmental Education – Future Perspectives and Demands for the Educational System’ in The Cambridge Journal of Education, Vol 29, No 3.  Special Issue on Environmental Education.

Elliott, J, (2000) ‘Revising the national curriculum:  a comment on the Secretary of State’s proposals’ in Journal of Educational Policy, Vol 15, No 2.

Elliott, J, (2000) ‘Doing action-research:  doing practical philosophy’ in Prospero, Vol 6 Numbers 3 and 4.

Elliott, J, (2001) ‘Making Evidence-based Practice Educational’ in British Educational Research Journal, Vol 27, No 5.

Elliott, J, (2002) ‘Working ‘against the grain’: conversation pieces from the academy about the experience of sustaining collaborative research with teachers’, in Pedagogy, Culture and Society.  Special edition on Pupil Disaffection.

Elliott, J, (2002) ‘What is applied research in education?’ in Building Research Capacity, Issue 3, July 2002

Elliott, J. (2002) ‘The Impact of Intensive ‘Value for Money’ Performance Auditing in Educational Systems’ in Educational Action Research, Vol 10, No 3

Elliott, J. (2002) ‘The paradox of educational reform in the evaluatory State:  implications for teacher education’ in Prospects, quarterly review of comparative education, Issue No 123, vol XXXII, no 3, September 2002

Elliott, J. (2003) ‘Collecting, Analyzing, and Reporting Data in Action-Research:  Some Methods and Techniques Used in the Assessment for Teaching and Learning Project at HKIEd’ in Asia-Pacific Journal of Teacher Education & Development, Vol 6, Special Issue 1, September/October 2003

Elkins, T and Elliott, J (2004) ‘Competition and control: the impact of government regulation on teaching and learning in English schools’ in Research Papers in Education, Vol 19, No 1.

Elliott, J (2005) ‘Becoming Critical: the failure to connect’ in Educational Action Research, Vol 13, No 3.

Elliott, J (2005)  ‘The Teacher as a Member of a Networked Learning Community’ in Learning for Democracy, Vol 1, No 3.

Elliott, J (2006) ‘Educational Research as a Form of Democratic Rationality’ in Journal of Philosophy of Education, Vol 40, No 2.

Elliott, J (2007) ‘Assessing the quality of action research’ in  Research Papers in Education, Vol 22, No 2.

Elliott, J and Kushner, S (2007) ‘The need for a manifesto for educational programme evaluation’ in   Cambridge Journal of Education, Vol 37, No 3.

Elliott, J and Lukes, Dominik (2008) ‘Epistemology as Ethics in Research and Policy: The Use of Case Studies’, Journal of Philosophy of Education, Vol 42, Supplement 1.

Elliott, J & Ching-Tien, Tsai (2008) What might Confucius have to say about action research, Educational  Action Research Journal, Vol. 16 Issue 4.

Elliott, J (2008) ‘The Birth of a School Academy in North Norwich: a case study’, Forum Vol 50 No 3.

Elliott, J (2010) Building Social Capital for Educational Action Research: the contribution of Bridget Somekh, Educational Action Research Journal, Vol.18 No.1.

Elliott, J (2010) Lesson and Learning Study: a globalising form of teacher research, Revista Interuniversitaria de Formacion del Profesorado, 68 (24.2) Agosto.

Elliott, J (2011) The Seesaw Curriculum: it’s time that educational policy matured, Forum Volume 53, Number 1/ 15

Elliott, J (2012) Developing a science of teaching through lesson study, International Journal of Lesson and Learning Studies, vol.1. no.2.

Elliott, J and Yu, C (2013) Learning Studies in Hong Kong Schools: A Summary Evaluation Report on ‘The Variation for the Improvement of Teaching and Learning’ (VITAL) Project, Education and Didactique. Vol. 7 No.2

Elliott, J (2015) Educational action research as the quest for virtue in teaching, in Educational Action Research Journal. 23, 1, p. 4-21 18 p.

Elliott, J. (2015) Towards a comprehensive pedagogical theory to inform lesson study: an editorial review in International Journal for Lesson and Learning Studies, 4, 4, p. 318 – 327

Guest Editor of Special Editions

Elliott, J and Zamorski, B, (2002) (eds)  Pedagogy, Culture and Society.  Special Edition on Pupil Disaffection.

Elliott, J (2004) (ed) Research Papers in Education Policy and Practice, Vol 19, No 1.  Special Issue Making teachers more accountable:  case studies of the modernization process in six countries.

Journal Editorships

Chief Editor, International Journal of Lesson and Learning Studies (2011-).

International Editorial Board of Teaching and Teacher Education, an International Journal of Research Studies (until 2008).

Editorial Board of Research Papers in Education (until 2008).

Editorial Board of The Curriculum Journal.

Adviser to the Editorial Board of Investigacion en la Escuela

Adviser to the Editorial Board of Revista Interuniversitaria de Formacion del Profesorado