Prelims

Mei Kuin Lai (The University of Auckland, New Zealand)
Stuart McNaughton (The University of Auckland, New Zealand)

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:

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.