This article presents two sequential case reports of how 60 schools in the London Borough of Camden used action research in three phases of development of their local school system reform, from a traditional council-led, top-down model of centrally based professional development and monitoring of schools, to one that is schools-led and ‘bottom-up’ in nature, but still in close partnership with its local council and community. The article uses a sociocultural lens through which to view this journey of self-reform, tracking change through three evolutions of the sociocultural model as professional learning becomes situated in classrooms and between schools in Camden, as motivations to develop and change become increasingly intrinsic and less driven by fear of failure or the consequences of failure. Of critical importance is the feedback-rich context created by adoption of enquiry- and coaching-based learning models at classroom, organizational and system levels. This both fuels and is fuelled by the strategic collaboration of head teachers and by system leadership also provided by middle leaders, whose increased cross-school agency builds improvement capacity and collaborative capital. The article does not report on the action research alone: unlike many accounts of action research for change, this account provides a narrative backdrop in which to locate both scientific and system developments. This is provided through three short vignettes that place the changes reported in a societal, political and community context, without whose energetic actors (in the form of local political and community leaders and school governors) the local ‘civic governance’ so strongly behind these reforms, would not have existed.

中文翻译：

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跨校“贴近实践”的行动研究、系统领导和地方公民伙伴关系重新设计了一个内城学习社区

本文介绍了两个连续案例报告，说明伦敦卡姆登自治市的 60 所学校如何在当地学校系统改革的三个发展阶段使用行动研究，从传统的理事会领导、自上而下的中央专业发展和监督模型一所由学校主导、“自下而上”的学校，但仍与当地议会和社区保持密切合作。这篇文章使用社会文化的视角来看待这个自我改革的旅程，随着专业学习变得位于卡姆登的课堂和学校之间，随着发展和改变的动机变得越来越内在和越来越少，通过社会文化模型的三个演变来跟踪变化。害怕失败或失败的后果。至关重要的是，通过在课堂、组织和系统层面采用基于探究和辅导的学习模式，创造了丰富的反馈环境。这既推动了校长的战略合作，也得到了中层领导提供的系统领导的推动，他们增加的跨学校机构建立了改进能力和协作资本。这篇文章并没有单独报道行动研究：与许多关于变革行动研究的描述不同，这个描述提供了一个叙事背景，可以在其中定位科学和系统发展。这是通过三个简短的小插曲提供的，这些小插曲将报告的变化置于社会、政治和社区背景下，