ABSTRACT
Putting ideas from research into developments remains difficult because of certain sorts of contextual barriers. This chapter draw on a series of further studies that have involved collaboration with networks of schools to consider how these barriers can be addressed. It suggests that a strategic model that sets out to clarify the positions and relationships between practitioners and policy-makers on one hand, and researchers wishing to adopt an engaging stance on the other. The education systems have varied capacities for change. In particular, some have low levels of social capital: that is, few social networks and the norms of reciprocity and trustworthiness that arise from them. There are potential barriers to making regional partnerships work, including the large geographical areas that they sometimes cover and the potential conflicts amongst partners regarding decision making regarding priorities and use of resources.
