Accountability

, 116–118

Attainment gaps

, 117

Boundaries

, 53

Boundary objects

, 54, 64–69

Brokerage

, 53–76

Broker characteristics

, 69–72

Bronfenbrenner’s ecological systems theory

, 209–210

Brown, C.

, 15

Centrality

, 109

Change agents

, 98, 138

Chapman, C.

, 17, 18

Collaboration

, 18

aid and assistance

, 21

effective

, 19–20

historical

, 22

joint work

, 21

learning

, 1, 14

sharing

, 21

storytelling

, 21

Combination mode

, 59

Communities of practice

, 14, 15, 47, 64, 65

Competition

, 116–118

Concerns Based Adoption Model (CBAM)

, 99–100

Contrived collegiality

, 18

Critical consumers

, 208

Cultures

innovation

, 152–154

trust

, 152–154

Data Teams

, 26, 45

Decentralisation

, 114–115

Density

, 109

Developing Potential-Empowering schools project. See Pess networks

Distributed leadership (DL)

, 46–47, 125–128

models of

, 126

school leader capacity

, 128–130

approaches

, 204–205

PLN participants

, 205

Education networks

, 9–14

Effective collaboration

, 19–20

England

, 5, 12, 79–111, 137–162, 203–215

English system

, 117

Environmental conditions

, 114

Externalisation mode

, 59

Face-to-face communication

, 65

Facilitation

, 60

Formalise

, 40–43, 80, 122–124, 176, 203, 206

Geographical proximity

, 22

Germany

, 65, 79–111, 163–183, 185–201, 203–215

Great Education Reform Movement (GERM) systems

, 118

Hampshire research learning network

, 119–120, 160–161

Historical collaboration

, 22

Homogenous networks

, 20

Hubers, M. D.

, 53

Innovation

, 52–53

Instructional leadership

, 35

Internalisation mode

, 59

Interventions

, 56, 171, 211

Interviews

, 85–86, 90–95, 174

Joint practice development (JPD)

, 61

focused enquiries

, 69

structured peer observations

, 69

training students

, 69

Knowledge brokerage

, 53–76

Knowledge creation

, 59

Knowledge mobilization

, 14, 46, 86

Knowledge Network for Applied Education Research (KNAER)

, 11

Labyrinth

, 29–50, 203–215

Leadership

addendum

, 26–28

distributed leadership

, 125–130, 149–151, 204–205

professional learning networks (PLNs)

, 34–36

school leadership

, 168–169

Learning conversations

evidence and/or ideas

, 60

experience and external knowledge/theory

, 60

facilitation

, 60

protocols and tools

, 60

Learning organisations (LOs)

, 74

Liquid modernity

, 114

Literacy

, 117

Mobilise

, 40, 51, 130–131, 149, 198, 204

Multi-Academy Trusts (MATs)

, 113

Mutual learning

, 23

Ofsted

, 115–117, 123

Opinion formers

, 72, 73, 81

Optimum design

, 108

Organisational goals

, 35, 36

Pedagogic leadership

, 129

Perceived benefits

, 192–193

Performance management targets

, 42, 122, 134, 135, 206

Pess networks

, 3, 6, 109–111, 185–201

formalizing

, 176–177, 186–188

internal evaluation data

, 166

learning networks

, 169–172

local education networks

, 166–167

mobilizing

, 177–180, 188–192

new governance model, (NGM) 165

PISA

, 165–166

PLN benefits

, 180–181

prioritizing

, 174–176, 186–188

research findings

, 174

school leadership issues

, 168–169

socio-economic status (SES)

, 164

stages

, 172

time

, 182

voluntary based PLNs

, 168

Pess survey

, 109–111

Poortman, C.

, 1, 15

Practitioner-based social capital (PBSC)

, 47

Prioritisation

, 40–41, 122–124, 154, 203, 206–207

Professional development

, 86, 101, 115, 152, 162

Professional learning communities (PLCs)

, 92, 103, 149

within-school

, 43, 53, 56

Professional Learning Network (PLN)

benefits

, 16–17

defined

, 14

Germany and England

, 79–111

labyrinth

, 33

leadership

, 34–36

success conditions

, 17–26

Quasi-market pressures

, 116

Queens University, Canada

, 108

Reflective professional inquiry

, 23, 26, 58

Relevance benefits

, 192–193

Research-informed teaching practice (RITP)

, 81, 119, 169

Research Learning Network (RLN)

, 3, 80, 97, 113–135, 137–162

accountability

, 116–118

competition

, 116–118

decentralization

, 114–115

distributed leadership

, 125–128, 149–151

Dreyfus model

, 138–140

formalizing

, 122–124

Hampshire research learning network

, 119–120

innovations

, 144–149

mobilising approaches

, 130–131

participants

, 156–160

prioritizing

, 122–124, 154–156

research findings

, 121–122

resources

, 131–132

school findings

, 132–134

school improvisation

, 120–121

self-improvement

, 114–115

survey data analyzing

, 140–144

work-related networks

, 151–152

School budgets

, 131–132

budget cuts

, 44

School governors

, 123, 133, 134

School Improvement Plan

, 29, 115, 135, 192, 206

School leaders

, 35, 49

Self-improvement

, 114–115

Self-organising distributed leadership

, 199–200

Senior leader

, 35, 122, 130, 160, 198

Socialisation mode

, 59

Staff engagement

, 198–201

Staff meetings

, 45, 55, 128

Stoll, L.

, 49

Storytelling

, 21

Student outcomes

, 11, 17, 44, 61, 129

Survey design

, 108–109

Sustainability

, 138, 194–198

Teachers

, 3

collaboration

, 13

interviews

, 85–86

joint work

, 21

Pess networks

, 163–183

practice

, 16

priorities

, 41

Professional Learning Network (PLN)

, 34

reflection and inquiry mindedness

, 16

research learning networks

, 113–135

self-improvement

, 13

skills and knowledge

, 9

sustained learning

, 20

Teaching assistants

, 128, 129

Teaching practices

, 1, 33, 81, 152

Theories of action (ToA)

, 63

Transformational leadership

, 35

Trust

, 20, 74, 137–162

Virtuous cycle

, 117

Within-school factors

, 35