Encyclopedia of Educational Innovation

Living Edition
| Editors: Michael A. Peters, Richard Heraud

Professional Learning Networks: Harnessing Collaboration to Achieve the Scale-Up of Effective Education Practices

  • Chris BrownEmail author
  • Cindy Poortman
Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-2262-4_6-1

Introduction

The emergence of learning networks within education has been driven by the coming together of a number of key factors and trends. First is the interconnected and pervasive nature of the issues facing education today (Díaz-Gibson et al. 2017). For example, the requirement on schools to close attainment gaps between different groups of children (e.g., gaps between affluent and disadvantaged students). Typically the nature of such problems makes them too great and too complex for individual schools to tackle effectively by themselves. At the same time, changes to educational structures have seen the dismantling of old ways of working, such as the provision of top-down support for school improvement, and the introduction of new approaches with an individualized focus. The result is an increased emphasis on education systems that are “self-improving and school-led,” with a concomitant focus on school leaders themselves to drive forward school improvement. Accompanying this...

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References

  1. Brown, C., & Poortman, C. (Eds.). (2018). Networks for learning: Effective collaboration for teacher, school and system improvement. London: Routledge.Google Scholar
  2. Díaz-Gibson, J., Zaragoza, M. C., Daly, A. J., Mayayo, M. J., & Romaní, J. R. (2017). Networked leadership in Educational Collaborative Networks. Educational Management Administration & Leadership, 45(6), 1040–1059.CrossRefGoogle Scholar
  3. Hubers, M., & Poortman, C. (2018). Establishing sustainable school improvement through Professional Learning Networks. In C. Brown & C. Poortman (Eds.), Networks for learning: Effective collaboration for teacher, school and system improvement. London: Routledge.Google Scholar
  4. Jackson, D., & Temperley, J. (2006). From professional learning community to networked learning community. Nottingham: National College for School Leadership.Google Scholar
  5. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.School of EducationDurham UniversityDurhamUK
  2. 2.University of TwenteEnschedeThe Netherlands

Section editors and affiliations

  • Liang See Tan
    • 1
  • Keith Tan
    • 2
  • Monica Ong
  1. 1.National Institute of EducationSingaporeSingapore
  2. 2.Office of Education ResearchNational Institute of EducationSingaporeSingapore