Intro; Contents; List of Figures; List of Tables; About the authors; 1. The Emergence of Professional Learning Networks; What are Professional Learning Networks?; The Role of Leadership in Supporting Plns; Research Learning Networks; Mobilising RLN Activity; Our Research Questions; A Note of Terminology; Notes; 2. Researching the New Forest RLN; Findings from the First Set of Interviews; Maintaining a Focus on PLN Activity Once Back in School; Providing Resource to Support Engagement; Brokerage to the Whole School; Notes; 3. What Actually Happened Across RLN Schools?
Literature on Plcs to Support Whole School Approaches to Knowledge MobilisationImplications of the Study; Limitations of the Study; Note; References; Index
Using Theories of Action to Both Develop Interventions and Ascertain Their ImpactThe Coding Structure from the Second Set of Interviews; Formalising RLN Activity as a Priority; Keeping Participating Staff on Track; Time; Informing Non-RLN Staff; Providing 'How to' Support; Whole Staff Engagement; Who Brokers?; 4. Exploring the Actions of Individual Schools; School 'A'; School 'D'; School 'G'; School 'N'; School 'Q'; School 'X'; 5. Discussion; Formalising, Prioritising and Mobilising; Literature on Knowledge Brokering to Support 'How To'/Bespoke Support Approaches to Mobilisation
Professional learning networks (PLN) are considered to be an effective way to foster school improvement. In order to generate change PLNs require effective support from school leaders, but these leaders might best support PLNs is currently little understood. To address this, this book presents a case study of the leadership of one PLN in England
Online resource; title from digital title page (viewed on January 22, 2019)