Prelims
Professional Learning Networks in Design-based Research Interventions
ISBN: 978-1-78769-724-9, eISBN: 978-1-78769-721-8
Publication date: 11 August 2022
Citation
Lai, M.K. and McNaughton, S. (2022), "Prelims", Professional Learning Networks in Design-based Research Interventions (Emerald Professional Learning Networks Series), Emerald Publishing Limited, Leeds, pp. i-xiii. https://doi.org/10.1108/978-1-78769-721-820221007
Publisher
:Emerald Publishing Limited
Copyright © 2022 Mei Kuin Lai and Stuart McNaughton
Half Title Page
PROFESSIONAL LEARNING NETWORKS IN DESIGN-BASED RESEARCH INTERVENTIONS
Series Page
EMERALD PROFESSIONAL LEARNING NETWORK SERIES
Series Editors: Chris Brown, University of Portsmouth, UK and Cindy Poortman, University of Twente, The Netherlands
In the current international policy environment, teachers are viewed as learning-oriented adaptive experts. Required to be able to teach increasingly diverse sets of learners, teachers must be competent in complex academic content, skilful in the craft of teaching and able to respond to fast changing economic and policy imperatives. The knowledge, skills and attitudes needed for this complex profession requires teachers to engage in collaborative and networked career-long learning. The types of learning networks emerging to meet this need comprise a variety of collaborative arrangements including inter-school engagement, as well as collaborations with learning partners, such as universities or policy-makers. More understanding is required, however, on how learning networks can deliver maximum benefit for both teachers and students.
Emerald Professional Learning Network Series aims to expand current understanding of professional learning networks and the impact of harnessing effective networked collaboration.
Published in this series:
Formalise, Prioritise and Mobilise: How School Leaders Secure the Benefits of Professional Learning Networks
Chris Brown and Jane Flood
School Improvement Networks and Collaborative Inquiry: Fostering Systemic Change in Challenging Contexts
Mauricio Pino Yancovic, Alvaro González Torres and Luis Ahumada Figueroa
Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity-seeking Communities
Leyton Schnellert
Title Page
PROFESSIONAL LEARNING NETWORKS IN DESIGN-BASED RESEARCH INTERVENTIONS
BY
MEI KUIN LAI
The University of Auckland, New Zealand
AND
STUART MCNAUGHTON
The University of Auckland, New Zealand
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2022
Copyright © 2022 Mei Kuin Lai and Stuart McNaughton.
Published under exclusive license by Emerald Publishing Limited.
Reprints and permissions service
Contact: permissions@emeraldinsight.com
No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. No responsibility is accepted for the accuracy of information contained in the text, illustrations or advertisements. The opinions expressed in these chapters are not necessarily those of the Author or the publisher.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78769-724-9 (Print)
ISBN: 978-1-78769-721-8 (Online)
ISBN: 978-1-78769-723-2 (Epub)
Contents
About the Authors | xi | |
Dedication | xiii | |
1 | Professional Learning Networks in Design-based Research | 1 |
Our Contribution and the Organisation of the Monograph | 5 | |
What is a PLN? PLNs in Practice-embedded Research Approaches | 7 | |
The LSM | 11 | |
Key Theoretical Concepts of the Model | 17 | |
Outcomes of the Model | 19 | |
2 | The Multiple Purposes of Networks | 23 |
Purpose One: Establishing the Partnership | 25 | |
Purpose Two: Sites for Design and Redesign | 29 | |
Purpose Three: Sites for PLD | 31 | |
Purpose Four: Sustainability | 34 | |
3 | The Features of Networks | 39 |
Features of Networks: Structure, Composition, Focus and Content | 40 | |
Structure and Composition of PLNs. | 44 | |
Theorising the PLN Structure and Composition | 48 | |
Focus and Content of PLNs | 49 | |
Knowledge-sharing Across PLNs | 52 | |
Reducing Risks | 54 | |
Variations in PLN Across Applications of the LSM | 58 | |
Local Variations and Fidelity | 58 | |
Examples of Variations | 59 | |
Discussion of Content: Cultural Variations in Effective Discourse | 59 | |
Structural Variations | 61 | |
Variations in Composition | 62 | |
Role of the Researcher in PLNs | 65 | |
4 | Constraints and Enablers for Setting Up, Sustaining and Using Networks Within a Design-based Research Framework | 71 |
Policy Level Enablers and Constraints: Pressure and Support; Access and Availability | 72 | |
Policies That Enable and Constrain Networks | 72 | |
Policies That Enable and Constrain Data and Data Systems | 76 | |
Policies That Enable and Constrain Analysis of Data | 80 | |
Concluding Comments About Policy | 83 | |
School Organisation Enablers and Constraints | 86 | |
5 | The Future of PLNs | 91 |
PLNs and DBR | 92 | |
Defining PLNs in DBR | 92 | |
Contextual Considerations | 93 | |
Understanding the Relationship between PLNs, Valued Partnership and Student Outcomes | 94 | |
The Role of Knowledge in PLNs Focussed on Data Use | 97 | |
System Challenges | 98 | |
Variability and the Conundrum of Local Adaptation | 98 | |
Sustainability, Scalability and Capability Building: A Life Cycle Approach? | 100 | |
Risks | 102 | |
Digital Multipliers | 105 | |
Concluding Comments | 108 | |
References | 109 | |
Index | 123 |
About the Authors
Mei Kuin Lai (PhD) is an Associate Professor at the Faculty of Education and Social Work at the University of Auckland, and an Associate Director at the Woolf Fisher Research Centre. Her research focusses on research–practice partnerships to improve valued student outcomes, in particular, how collaborative analysis of data in professional learning communities and networks contribute to these improvements. She was the joint-recipient of the University of Auckland’s Research Excellence Award (2015), awarded for research of demonstrable quality and impact, for her work in co-designing and co-testing the Learning Schools Model. She has published in journals like Teaching and Teacher Education and Reading Research Quarterly, where her first authored article was selected for inclusion in the International Literacy Association’s edited book, Theoretical Models and Processes of Reading (6th Edition). She consults nationally and internationally, and has led or co-led large-scale and regional projects in New Zealand.
Stuart McNaughton (PhD, ONZM) is a Professor of Education at the University of Auckland and the former Director of the Woolf Fisher Research Centre. He is also New Zealand’s Chief Education Scientific Advisor. He has published extensively on children’s literacy and language development, the design of effective educational programmes for culturally and linguistically diverse populations and cultural processes in development. He is a recipient of research prizes, consults on curricula and educational interventions nationally and internationally and has a position as Distinguished Overseas Professor at East China Normal University (Shanghai). He is a member of the International Reading Hall of Fame for sustained contribution to literacy research, literacy leadership and the preparation of leaders in the literacy field through teaching. He was the joint recipient of the University of Auckland’s Research Excellence Award (2015) for his work in co-designing and co-testing the Learning Schools Model. His publications have featured in journals such as Reading Research Quarterly.
Dedication
To our school and community partners.
To our families and to those who have become our family.
To our Learning Schools Model co-designers.