000			03313nam a2200445Ii 4500
001			9781787697751
003			UtOrBLW
005			20210303084857.0
006			m o d
007			cr un|||||||||
008			190118s2019 enk ob 001 0 eng d
020			_a9781787697751 (e-book)
040			_aUtOrBLW _beng _erda _cUtOrBLW
050		4	_aLB1731 _b.B76 2019
072		7	_aJNK _2bicssc
072		7	_aEDU032000 _2bisacsh
080			_a37.07
082	0	4	_a370.711 _223
100	1		_aBrown, Chris, _dactive 2019, _eauthor.
245	1	0	_aFormalise, prioritise and mobilise : _bhow school leaders secure the benefits of professional learning networks / _cby Chris Brown (University of Portsmouth, UK), and Jane Flood (Netley Marsh C of E Infant School, UK).
264		1	_bEmerald Publishing Limited,
300			_a1 online resource (xvi, 115 pages).
490	0		_aEmerald professional learning networks series
504			_aIncludes bibliographical references and index.
505	0		_aPrelims -- 1. The emergence of professional learning networks -- 2. Researching the new forest RLN --3. What actually happened across RLN schools? -- 4. Exploring the actions of individual schools -- 5. Discussion -- References -- Index.
520			_aProfessional learning networks (PLN) of teachers and others (such as university researchers) collaborating outside of their everyday community of practiceare considered to be an effective way to foster school improvement. At the same time, to generate change, PLNs require effective support from school leaders. Such support should be directed at ensuring those participating in PLNs can engage in network learning activities; also that this activity can be meaningfully mobilised within participant's schools. What is less well understood however are the actions school leaders might engage in to provide this support. To address this knowledge gap, this book presents a case study of how senior leaders attempted to maximise the effectiveness of participating in PLNs for one learning network: the New Forest Research Learning Network (RLN) - a specific type of PLN designed to facilitate research-informed change at scale. In-depth semi-structured interviews with RLN participants, as well as impact data and policy documents, have been used to ascertain the types of leadership practices employed and their nature (i.e. whether geared towards prioritising formalising or mobilising the work of the PLN). Also presented is an assessment of the perceived effectiveness of these practices and suggestions for the type of leadership activity that appear to maximise the effectiveness of schools engaging in professional learning networks more generally.
588	0		_aPrint version record
650		0	_aTeachers _xIn-service training.
650		0	_aProfessional learning communities.
650		0	_aEducational leadership.
650		7	_aEducation _xLeadership. _2bisacsh
650		7	_aOrganization & management of education. _2bicssc
700	1		_aFlood, Jane, _eauthor.
776			_z9781787697782
856	4	0	_uhttps://www.emerald.com/insight/publication/doi/10.1108/9781787697751
999			_c29887 _d29887