Index
Chris Brown
(University of Portsmouth, UK)
Jane Flood
(Netley Marsh C of E Infant School, UK)
ISBN: 978-1-78769-778-2, eISBN: 978-1-78769-775-1
Publication date: 4 January 2019
This content is currently only available as a PDF
Citation
Brown, C. and Flood, J. (2019), "Index", Formalise, Prioritise and Mobilise: How School Leaders Secure the Benefits of Professional Learning Networks (Emerald Professional Learning Networks Series), Emerald Publishing Limited, Leeds, pp. 111-115. https://doi.org/10.1108/978-1-78769-775-120181007
Publisher
:Emerald Publishing Limited
Copyright © 2019 Chris Brown and Jane Flood
INDEX
Note: Page numbers followed by “n” with numbers indicate notes.
Bildungsbegriff
, 8
Boundary objects
, 51, 90–91
Brokerage
, 54–57, 96
providing ‘how to’ support
, 47–48, 68–69
school-level brokerage
, 28
time for
, 75
to whole school
, 26–29
within-school Professional Learning Communities
, 48–50
Case study approach
, 15
‘Cause and effect’ relationship
, 53
Coding structure/frame
, 18
of interviews
, 18–20
from second set of interviews
, 34–36
Collective responsibility for student learning
, 92
Continuing Professional Development (CPD)
, 29n3
Deprivatisation of practice
, 92–93
“Developing, through consultation, common purpose” concept
, 96
Distributed pedagogic leadership
, 67
Education(al)
, 8
leadership programmes
, 97
systems
, 1
Enquiry-related practices
, 24–25
Experience and external knowledge/theory
, 93–94
Flybjerg
, 94
Formal meetings
, 42, 75, 84
Formalisation
, 79, 81–90, 95
PLN activity as priority
, 23–24
RLN activity
, 34, 36–40, 72, 74
How to support approach
, 68–69
IN-SErvice Training day (INSET day)
, 29n1
Individual schools, actions undertaken by
, 53, 55–65
examining problems of practice and learning
, 72–74
formalising participant’s engagement in RLN
, 67–69
participant’s performance and time commitment
, 70–72
RLN process
, 53–54, 66–67
strong on formalising RLN
, 74–75
used whole process
, 69–70
Informal catch-up sessions
, 42
Informal professional discourse
, 75
Informing non-RLN staff
, 34, 44–47
Instructional leadership
, 18
Interactive communication
, 90–91
Interpretation process
, 18
Interviews
, 31
coding structure
, 18–20
coding structure from second set of interviews
, 34–36
findings from first set of interviews
, 21
Keeping participating staff on track
, 34, 40–42
Knowledge
creation
, 12, 93
mobilisation
, 89, 91–95
networks
, 96
Knowledge brokerage
, 47, 66
codes
, 50–51
to support ‘how to’/bespoke support approaches
, 90–91
Leadership
, 5
activity
, 17
approach
, 67
characteristics
, 17–18
distributed pedagogic
, 67
effective
, 17
instructional
, 18
pedagogic
, 18
role in PLNs
, 5–7
transformational aspects of
, 18
Learning
conversations
, 93
networks
, 2–3, 5
and practice development
, 79
Macrolevel codes
, 34, 36
Meta-analysis
, 8
Mobilisation
, 79, 81–91, 95, 98n1
knowledge
, 91–95
of PLN
, 7
RLN activity
, 11–12
Mutual learning
, 12
Networks
, 77
New Forest Research Learning Network
, 9, 13–14
brokerage to whole school
, 26–29
case study approach
, 15
characteristics of effective leadership
, 17–18
coding structure
, 18–20
findings from first set of interviews
, 21
interviews
, 16–17
maintaining focus on PLN activity once back in school
, 21–24
providing resource to support engagement
, 24–26
Non-RLN staff
, 66–67
Opinion Former
, 10, 13, 16, 28–29, 48
Participants
behaviour
, 77
collaborate
, 92
participant-level improvements
, 68
Pedagogic leadership
, 18
Performance management
, 66
Preparation and assessment time (PPA time)
, 44
Principles level
, 90
Prioritisation
, 79, 81–90
Professional development day
, (see IN-SErvice Training day (INSET day))
Professional Development Meetings (PDM)
, 29n2
Professional learning communities (PLCs)
, 12, 21, 44, 48–49, 71, 77–79, 91–95
Professional learning networks (PLNs)
, 2–5, 14, 79
activity
, 84
leadership role in
, 5–7
maintaining focus on PLN activity
, 21–24
mobilising RLN activity
, 11–12
research questions
, 12–13
school leaders
, 1–2
terminology
, 14
Reflection process
, 18
Reflective dialogue
, 92–93
Reflective professional inquiry
, 92–93
Research Learning Networks (RLN)
, 7–11, 14, 21
inclusion of RLN activity
, 38
mobilising RLN activity
, 11–12
process
, 32, 53–54, 69, 74, 78
Research-informed practices
, 9, 10, 11
Research-informed teaching practice (RITP)
, 7–8, 31, 33, 43, 53
RLN Schools
brokers
, 50–51
coding structure from second set of interviews
, 34–36
formalising RLN activity as priority
, 36–40
informing non-RLN staff
, 44–47
keeping participating staff on track
, 40–42
providing ‘how to’ support
, 47–48
research question
, 31
time
, 43–44
ToA to both developing interventions and ascertain impact
, 32–34
whole staff engagement
, 48–50
School Improvement Plan (SIP)
, 36, 42, 54, 67, 69, 70, 72
School leaders
, 9, 14, 24, 26, 79
School-level brokerage
, 28
Schools, participation
, 95
‘Self-improving’ approaches
, 79
Senior leaders
, 6, 7, 14, 16, 26
Start small approach
, 27, 44–45, 66, 73, 75
Sustainability
, 78
Teacher development day
, (see IN-SErvice Training day (INSET day))
Teacher education programs
, 1
Teaching strategy
, 72
Theory of action approach (ToA approach)
, 31, 53, 71
to both developing interventions and ascertain impact
, 32–34
Time
, 25–26, 34, 43–44
Top-down model
, 54
Transformational aspects of leadership
, 18
Trial and error
, 90–91
Trust-laden approach
, 41
Twilight sessions
, 29n3, 48–49, 70
Whole school approach
, 68
to knowledge mobilisation
, 91–95
Whole school brokerage for PLN
, 27
Whole staff engagement
, 28, 34, 48–50
Whole-school collaborative approach
, 70, 89
Within-school Professional Learning Communities
, 48, 50, 70