Prelims

Half Title

Professional Learning Networks

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

Forthcoming:

Professional Learning Networks in Design-based Research Interventions

Mei Kuin Lai and Stuart McNaughton

The Emergence of Professional Learning Networks: Exploring the Challenges of Leading Collective Action

Cecilia Azorín

Title Page

Professional Learning Networks

Facilitating Transformation in Diverse Contexts with Equity-seeking Communities

Edited by

Leyton Schnellert

University of British Columbia, Canada

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2020

Editorial matter and selection © Leyton Schnellert, chapters © their respective authors.

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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. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-78769-894-9 (Print)

ISBN: 978-1-78769-891-8 (Online)

ISBN: 978-1-78769-893-2 (Epub)

Contents

About the Contributors

Deborah L. Butler’s research has contributed to understanding and fostering inclusive education, metacognition and self-regulation in learning, and collaborative inquiry processes for educational innovation.

Elizabeth Farley-Ripple is an Associate Professor of education. Her research work focuses on evidence use for improvement in schools and systems.

Judy Halbert, University of British Colombia, leads the Transformative Educational Leadership Program (telp.educ.ubc.ca) and the Network of Inquiry and Indigenous Education (noiie.ca), and co-authored The Spiral Playbook (2017) and, with Helen Timperley, A Framework for Transforming Learning in Schools: Innovation and the Spiral of Inquiry (2014).

Trista Hollweck is the Director of the ARC Education Project. Her scholarship focuses on teacher induction, mentoring and coaching; professional learning; restorative justice; and teacher evaluation.

Linda Kaser, University of British Columbia, leads the Transformative Educational Leadership Program (telp.educ.ubc.ca) and the Network of Inquiry and Indigenous Education (noiie.ca), and co-authored The Spiral Playbook (2017) and, with Helen Timperley, A Framework for Transforming Learning in Schools: Innovation and the Spiral of Inquiry (2014).

Min Jung Kim is a Doctoral Student at the Lynch School of Education and Human Development, Boston College. Her research interests include teacher collaboration, professional learning networks, and education technology.

Karen Martin is a Doctoral Student at the University of Alaska Fairbanks and an instructional coach in rural Alaska. Her research interests are teacher agency and teacher collaboration.

Catherine McGregor, University of Victoria, is an Associate Professor. Publications include Lifting All Learners: The AESN Network (2013) and AESN Inquiry Research: Spiralling Deeper in Professional Learning (2018).

Michael T. O’Connor is the Director of the Providence Alliance for Catholic Teachers (PACT) program at Providence College. His research interests include educational collaboration across international contexts.

Joelle Rodway, an Assistant Professor in educational leadership, researches social networks and professional learning in the context of whole system change.

Leyton Schnellert collaborates with educators and equity-seeking communities to develop professional learning networks that draw upon their funds of knowledge to build participatory, place-conscious, and culturally responsive practices.

Shaneé A. Washington is an Assistant Professor of Education at the University of Washington. Her research focuses on family–school–community engagement in Indigenous contexts.