Educational researchers, policy-makers and practitioners are increasingly focusing their attention on Professional Learning Networks in order to facilitate teacher development and encourage school and school system improvement. However, despite the understanding that PLNs can contribute significantly to improving teaching practice and student achievement, there are key challenges regarding their use. These challenges include:
ensuring PLNs can provide opportunities for generating and sharing knowledge within schools
enabling teachers and professionals to direct their own development
helping individuals change their practices through inquiry-led approaches
facilitating partnerships which work across a variety of stakeholders
In this new edited volume, Brown and Poortman evaluate these challenges from both a theoretical and practical approach. A multitude of perspectives from a team of international contributors covers:
the importance of Professional Learning Networks
the use of evidence within PLNs
the impact of inter-school networks
international cases of networks and communities
the promotion and sustainability of PLNs
Also featuring case studies and exemplars to contextualise sustainable learning networks, Networks For Learning is an accessible and thoroughly-researched book, which will be essential reading and a valuable resource for researchers, teachers and school leaders who are interested in developing professional learning networks.
Author(s): Brown Chris, Cindy L. Poortman
Publisher: Routledge
Year: 2017
Cover
Half Title
Title Page
Copyright Page
Dedication Page
Table of Contents
List of Figures
List of Tables
Contributors
Acknowledgements
Foreword
Introduction
Defining characteristics
Content
References
Chapter 1 The importance of Professional Learning Networks
1.1 Introduction
1.2 Policy demands for partnerships and learning networks
1.3 How networks work
1.4 Conditions for effective PLNs
1.5 Learning in PLNs and their school organizations
1.6 Boundary crossing
1.7 Conclusion
References
Chapter 2 Balancing top-down and shared leadership: A case study of a Teacher Design Team in transition to a new approach
2.1 Introduction
2.2 What are Teacher Design Teams?
2.3 Description of the TDT in the 2014–2015 school year
2.4 Transition to a new approach
2.5 Description of the TDT in the 2015–2016 school year
2.6 Similarities and differences
2.7 Concluding remarks
Acknowledgments
References
Chapter 3 Research Learning Networks: A case study in using networks to increase knowledge mobilization at scale
3.1 Introduction
3.2 The origins of the Research Learning Network approach
3.3 Theoretical and conceptual thinking that underpins the model
3.4 How RLNs operate in schools: The Excellence Together Teaching School Alliance
3.5 The impact of the RLN approach
3.6 Conclusion
Notes
References
Chapter 4 Developing Communities of Pedagogical Inquiry
4.1 Introduction
4.2 Theoretical underpinnings
4.3 Arriving at a research question
4.4 System partners working and learning together to transform education at all levels
4.5 Interconnected themes across three campus Communities of Pedagogical Inquiry hubs
4.6 Implications
Notes
References
Chapter 5 From data to learning: A data team Professional Learning Network
5.1 Introduction
5.2 Data-based decision making in education
5.3 A data team intervention
5.3.1 The process of a data team from Sweden
5.4 Key factors that influence the work of data teams
5.5 Outcomes of the data team intervention
5.6 Conclusion and discussion
References
Chapter 6 Austria’s Lerndesigner Network: The dynamics of Virtual Professional Learning in interschool networks
6.1 Introduction
6.2 Context and background of the Lerndesigner network
6.3 System transformation through new roles
6.4 The emergence of the teacher leadership
6.5 The emergence of the Virtual Professional Learning Network
6.6 Working in the Virtual Professional Learning Networks (Analysis of the VPLNs)
6.7 The potential of Virtual Professional Learning Networks in system transformation
6.8 Conclusion
Online references
References
Chapter 7 A Professional Learning Network for the entire local education system: Educational landscapes in Germany
7.1 Introduction
7.2 The term ‘educational landscape’
7.3 Educational landscapes vs. Professional learning networks
7.4 The German discourse on local educational landscapes
7.5 Major programs in Germany regarding educational landscapes
7.6 Case study ‘Campus Rütli’
7.7 Professional learning networks and educational landscapes: Discussion and conclusion
References
Chapter 8 A Lesson Study Professional Learning Network in secondary education
8.1 Introduction
8.2 Teacher learning
8.3 Context for the Lesson Study PLN
8.4 Effects of the Lesson Study PLN
8.5 Influencing factors
8.6 Conclusion and discussion
Acknowledgments
References
Chapter 9 Learning networks for sustainable literacy achievement
9.1 Introduction
9.2 PLCs, PLNs and sustainability
9.3 Context
9.4 Our approach
9.5 Findings
9.6 How knowledge was shared between PLNs
9.7 Discussion and conclusion
Acknowledgments
References
Chapter 10 Getting beneath the surface: Examining the social side of Professional Learning Networks
10.1 Introduction
10.2 The importance of social network research
10.3 Setting the stage: an empirical example to guide you through
10.4 The building blocks of social networks: Actors and ties
10.5 The big picture: Looking at the whole network
10.6 Zooming in: An egocentric view of a network
10.7 Bringing it all together: Using egocentric analyses to enrich what we know at the whole network level
10.8 What SNA revealed about knowledge mobilization in the CYMH initiative
10.9 Moving network research forward
Notes
References
Chapter 11 Establishing sustainable school improvement through Professional Learning Networks
11.1 Introduction
11.2 Sustained school improvement
11.3 Establishing and sustaining school improvement through PLNs
11.4 Supporting conditions for PLNs
11.5 Concluding remarks
References
Chapter 12 Looking back and moving forward: Where to next for networks of learning?
The foundation
Networks as catalyzers of change
The quality of our relationships
Moving forward – where to next for networks of learning?
Conclusion
Note
Index
