Journal of Professional Capital and Community: Volume 6 Issue 2


Table of contents - Special Issue: Mobilizing knowledge in Professional Learning Networks

Guest Editors: Cindy Poortman, Chris Brown

Exploring the potential of collaborative teaching nested within professional learning networks

Leyton Schnellert, Deborah L. Butler

This research investigated whether structuring an inquiry-oriented professional learning network to include school-based co-teaching partners would amplify educators' success in…

Knowledge mobilisation in sub-Saharan Africa: an impact evaluation of CPDL in improving primary school children’s performance

Miriam Mason, David Galloway

A non-governmental organisation (NGO) with schools in Sierra Leone prioritises admission of the most disadvantaged children but nevertheless achieves high educational and social…

The travel of ideas: the dual structure of mobilized knowledge in the context of professional learning networks

Livia Anna Julia Jesacher-Roessler

In the context of professional learning networks (PLNs), there are many studies which address knowledge mobilization (KMb). The majority of these focus on how research is…

A network case of knowledge brokering

Joelle Rodway, Stephen MacGregor, Alan Daly, Yi-Hwa Liou, Susan Yonezawa, Mica Pollock

The purpose of this paper is two-fold: (1) to offer a conceptual understanding of knowledge brokering from a sociometric point-of-view; and (2) to provide an empirical example of…

Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success

Pierre Tulowitzki

This article reports on a study around a further education, blended-learning program aiming to establish globally active professional learning networks (PLNs). The questions…

An overview of quantitative instruments and measures for impact in coproduction

Stephen MacGregor

The purpose of this paper is to examine the quantitative measurement tools used in fields of study related to coproduction, as an approach to mobilizing knowledge, in order to…

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  • Martin Scanlan