Index
ISBN: 978-1-78769-894-9, eISBN: 978-1-78769-891-8
Publication date: 26 May 2020
This content is currently only available as a PDF
Citation
(2020), "Index", Schnellert, L. (Ed.) Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity-seeking Communities (Emerald Professional Learning Networks Series), Emerald Publishing Limited, Leeds, pp. 193-199. https://doi.org/10.1108/978-1-78769-891-820201010
Publisher
:Emerald Publishing Limited
Copyright © 2020 Leyton Schnellert, chapters their respective authors
INDEX
Note: Page numbers followed by “n” indicate notes.
Administrators
, 86
Authentic collaboration
, 149
“Best practice” collaboration plan
, 33
Blended PLN (see also Professional learning networks (PLNs))
findings
, 120–130
literature review
, 110–114
rural educators improving professional capital in
, 108, 114
Boundary definition
, 177
Boundedness
, 171–172, 175–177, 182–184
Brokerage
, 179
Brokering networks
, 180
Catalytic affiliation
, 51
Change
, 50
Closed networks
, 179–180
Co-regulated practice and learning
conceptualizing teachers’
, 77, 80
district-level PLN related to teachers’ engagement
, 100–102
implications
, 102–103
Laura’s engagement in cycles
, 91–95, 97
Co-regulation
, 78–79, 181–182
collaborative inquiry
, 79–82
conditions supportive of
, 87–88
nested cycles at three grain sizes
, 90
Coaching
, 61, 147–149, 159
Collaboration
, 20, 22, 154–155
time
, 59–60
Collaborative inquiry
, 3, 79–82
Collaborative PD
, 109
Collaborative professionalism
, 20, 22–27, 149
exemplars
, 38–40
four Bs
, 25–26
multi-level networks for transformative change
, 27–33
networking to bring transformative education to rural communities
, 33–38
Collaborative relationships across schools
, 83
Collective agency
, 56, 66
Collective reflective processes
, 58
Colombia
, 19, 21
Escuela Nueva model
, 21–22, 38
networking to bring transformative education to rural communities
, 33–38
Community ties, strengthening
, 127–129
Connectedness
, 171–172, 178–180, 182–184
continuum
, 180
Contrived collegiality
, 23
Crystalline networks
, 112
Data sources
, 87
Decisional capital
, 114–115
findings
, 125–127
Deep collaboration
, 154–155
Digital technologies
, 172
Dinner Series
, 61
Distributed agency within PLNs
, 84–85
District-wide PLN
, 29, 32
Drawing boundaries
, 177
Education(al)
in Canada
, 82
change
, 2, 3, 174
inequities
, 18
transformation
, 6
Equity
, 4
Equity-oriented PLNs
, 4–7
Escuela Nueva model
, 8, 21–22, 33–37
Essential for Some Good for All project
, 28
Events-based approach
, 176–177
Evidence-based approach
, 6
Exemplars of collaborative professionalism
, 38–40
Fall and Spring literacy assessments
, 87, 89
Fellowship Days
, 146
Fine-tuned analysis of PLNs
, 88–90
First Nation, Métis, and Inuit (FNMI)
, 20, 27
Five-strand approach to leadership development
, 61–62
Focus
, 153–154
Group learning
, 159–161
Hub-and-spoke systems
, 112
Human capital
, 114
findings
, 123–125
In-person gatherings
, 117
Individual education plan (IEP)
, 118
Individual learning
, 159–161
Induction programs
, 143, 145
Innovation
, 50
Inquiring Districts Network
, 53, 69n1
assessing learning and creating place for student voice
, 54–58
building reflexive capacity
, 66–67
creating shared stories of success
, 59–63
discussion
, 63–66
learned lessons
, 67–69
nested and overlapping networks of inquiry
, 54
Inquiry
, 67
inquiry-based approach
, 6
inquiry-based networks
, 4
inquiry-oriented educational change networks
, 75
International educational research
, 143
Isolation
, 116
Job-alike groups
, 117–120
Keewatin Patricia District School Board (KPDSB)
, 27–29
collaborative professionalism in
, 32
elements leading to transformative outcomes
, 32–33
in Ontario, Canada
, 38
Leadership
, 157–159
rural teacher
, 129–130
Leading from the Middle project
, 28
Leading the Learning
, 61
Learning
, 173–174
assessment
, 54–58
loops
, 150
Learning Alliance
, 61
Learning through reading (LTR)
, 85, 88
Library materials
, 86
LTRQ
, 86–87, 89, 96
Mentor–coach (MC)
, 143, 146
Mentor–coach professional learning network (MC PLN)
, 143
context
, 144–145
intent, design, and structure
, 150–161
strengths and stretches
, 152–161
WQSB TIP
, 145–150
Mentoring
, 61, 147–149
Mentoring and coaching fellowship (MCF)
, 146
Micro-centers
, 8–9, 35–36
Multi-level networks for transformative change
, 27–33
Mutuality
, 171–172, 180–184
Network (see also Inquiring Districts Network; Professional learning networks (PLNs))
, 178–179
closure
, 178
thinking and methods
, 175
Network of Inquiry and Indigenous Education (NOIIE)
, 51, 53, 55, 66, 69n1, 69n2
Networking
to bring transformative education to rural communities
, 33–38
and sharing
, 61
“New School”
, 21
Nodal systems
, 112
Northwest Comprehensive Center (NWCC)
, 115
Northwest Rural Innovation and Student Engagement Network (NW RISE network)
, 7, 111–112, 115–117, 176
Online PLNs
, 113
Ontario, Canada
, 19
FNMI
, 20
Indigenous populations in
, 40
KPDSB in
, 38
multi-level networks for transformative change
, 27–33
professional collaboration
, 23–24
Ontario Ministry of Education
, 22
Organization for Economic Cooperation and Development (OECD)
, 109
Out-of-class cycles
, 98–99
Performance-based assessment (PBA)
, 85, 87, 96
Positional approach
, 176
Practice change
, 9–10
Professional capital
, 65, 114–115
findings
, 121–127
Professional collaboration
, 23–24
Professional development (PD)
, 2–5, 10, 108
ineffectiveness of traditional PD strategies
, 111
Professional learning (PL)
, 146
Professional learning communities (PLCs)
, 21, 108–109
Professional learning networks (PLNs)
, 2–3, 19, 50, 63, 74–75, 82–83, 108–109, 112–114, 149–150, 172–173
co-regulation
, 78–79
collaborative relationships across schools
, 83
conditions supportive of self-and co-regulation
, 87–88
contrived collegiality
, 23
distributed agency within
, 84–85
equity-oriented PLNs
, 4–7
fine-tuned analysis
, 88–90
promise of
, 75–77
rural PLNs
, 7–9
structures and conditions supporting teacher learning and practice change
, 9–10
supports created within
, 85–86
Professionalism
, 127
Reading informational text
, 84
Reciprocal ties
, 180–181
Reciprocity (see Mutuality)
Reflection
, 64
reflection-in-action
, 127
Reflective professional inquiry
, 155–157
Reflective Record
, 146
Reflexive capacity
, 66–67
Relational approach
, 175–176
Relational space in PLN research
, 173–175
boundedness
, 175–177
connectedness
, 178–180
mutuality
, 180–182
network thinking and methods
, 175
Research
, 74
Rural communities
, 110
Rural education
, 110–112
findings
, 127–130
rural teacher leadership
, 129–130
strengthening community ties
, 127–129
Rural PLNs
, 7–9
Rural schools
, 110
Rural teachers
, 108
leadership
, 129–130
Safe spaces
, 65–66
Scant funding
, 110
Schools
, 18, 20
improvement
, 114
leaders
, 3
rural
, 110
Self-regulated practice and learning
conceptualizing teachers’
, 77, 80
district-level PLN related to teachers’ engagement
, 100–102
implications
, 102–103
Laura’s engagement in cycles
, 91–95, 97
Self-regulation
collaborative inquiry
, 79–82
conditions supportive of
, 87–88
models
, 78
nested cycles
, 90
Self-reinforcing learning loops
, 159
Set focus, plan for change, undertake change, recharge and sustain (SPUR)
, 118
Shared stories of success
, 59–63
Sharing
, 8, 22, 29, 51, 61, 63–64, 180
Social capital
, 115
findings
, 121–123
Social network
research
, 179
theory
, 171–172, 175
Spiral of Inquiry
, 6, 8, 52–53, 56, 59–60, 66, 68
Structural holes
, 179–180
Structured learning conversations
, 155–156
Student voice, place creation for
, 54–58
Teacher induction programs (TIP)
, 143
TIP mentor and coaching network
, 180
TIP mentor–coaches PLN
, 179
Teachers
, 3, 86
advocacy group
, 30
evaluation
, 146
learning
, 9–10
professional learning and practice
, 82
Teaching
, 174
Teaching fellows (TF)
, 145–146
Toolkit Series
, 61
Transformative change, multi-level networks for
, 27–33
Transformative education to rural communities
, 33–38
Transformative Educational Leadership Program (TELP)
, 61
“Transitional North” classrooms
, 29
UNESCO study
, 37
Western Québec School Board (WQSB)
, 144–145, 177
TIP
, 145–150
Within-class cycles
, 99–100
Within-schools
, 32
World Bank study
, 36–37
- Prelims
- 1. Exploring the Potential of Professional Learning Networks
- 2. Collaborative Professionalism Across Cultures and Contexts: Cases of Professional Learning Networks Enhancing Teaching and Learning in Canada and Colombia
- 3. Professional Learning Networks Among District Leaders: Advancing Collective Expertise and Leadership for Learning
- 4. Tracing Cycles of Teachers’ Self- and Co-Regulated Practice within a Professional Learning Network
- 5. How Rural Educators Improve Professional Capital in a Blended Professional Learning Network
- 6. Growing the Top: Examining a Mentor–Coach Professional Learning Network
- 7. Shifting Our Gaze: Relational Space in Professional Learning Network Research
- Index