The three roles of school leaders in maximizing the impact of Professional Learning Networks: a case study from England
The three roles of school leaders in maximizing the impact of Professional Learning Networks: a case study from England
Professional Learning Networks (PLN) are considered to be an effective way to foster school improvement. To generate sustained change, PLNs require effective support from school leaders, but the actions school leaders might engage in to provide this support are little understood. To address this knowledge gap, this paper presents a case study of how senior leaders attempted to maximise the effectiveness of participating in one PLN in England. In-depth semi-structured interviews as well as impact data and policy documents, were used to ascertain the practices employed by school leaders to maximise the benefits of PLN engagement as well as their theeffectiveness. The authors argue that leaders need to effectively formalise, prioritise and mobilise PLN engagement for sustainable impact to materialise.
Formalisation, Mobilisation, Prioritisation, Professional Learning Networks, Research Learning Networks, School leaders
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Flood, Jane
4e966928-3355-4ef9-a07c-3912714c7762
29 November 2019
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Flood, Jane
4e966928-3355-4ef9-a07c-3912714c7762
Brown, Chris and Flood, Jane
(2019)
The three roles of school leaders in maximizing the impact of Professional Learning Networks: a case study from England.
International Journal of Educational Research, 99, [101516].
(doi:10.1016/j.ijer.2019.101516).
Abstract
Professional Learning Networks (PLN) are considered to be an effective way to foster school improvement. To generate sustained change, PLNs require effective support from school leaders, but the actions school leaders might engage in to provide this support are little understood. To address this knowledge gap, this paper presents a case study of how senior leaders attempted to maximise the effectiveness of participating in one PLN in England. In-depth semi-structured interviews as well as impact data and policy documents, were used to ascertain the practices employed by school leaders to maximise the benefits of PLN engagement as well as their theeffectiveness. The authors argue that leaders need to effectively formalise, prioritise and mobilise PLN engagement for sustainable impact to materialise.
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Accepted/In Press date: 21 November 2019
e-pub ahead of print date: 29 November 2019
Published date: 29 November 2019
Keywords:
Formalisation, Mobilisation, Prioritisation, Professional Learning Networks, Research Learning Networks, School leaders
Identifiers
Local EPrints ID: 494514
URI: http://eprints.soton.ac.uk/id/eprint/494514
ISSN: 0883-0355
PURE UUID: 5652c52c-927b-472c-99ec-3532271d074c
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Date deposited: 10 Oct 2024 16:30
Last modified: 11 Oct 2024 02:08
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Author:
Chris Brown
Author:
Jane Flood
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