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Organizational characteristics and systemic structures that prioritize and resource teacher professional growth and collaboration are central to the role of districts in developing the ongoing professional growth of teachers. Yet, a key challenge facing districts is a lack of existing systemic structures to support professional growth to foster large-scale instructional improvement. The purpose of this paper is to explore how an organizational resourcing model might be used to build districts’ collective capacity to implement the cornerstones of a professional growth system.

An explanatory case study, in the context of a partnership between a university-based intermediary and three California school districts, is used to illustrate how districts applied a theory of resourcing as a sustainable capacity-building approach.

The findings of this paper demonstrate that, to varying degrees, participating districts were able to enact elements of professional growth systems through a recursive interaction of schema shifts, resource use, and intentional actions, supporting a practice-based theory of organizational resourcing. While university intermediaries can both mediate and enable the success of locally designed professional growth systems through a supported resourcing model, the key to sustaining change efforts are cross-role organizational schema shifts and actions taken to operationalize underutilized existing, latent resources.

Case studies do have limitations including not being able to make generalizations from the findings and conclusions.

The corpus of research on educational reform and organizational learning in educational research situates the school as the organizational unit of change. This study contributes to the research by elevating districts as the lever of organizational change for resourcing teacher professional growth systems.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

This study aimed to explore how an adapted theoretical framework by networking two theories could help document teachers' collective learning through lesson study.

Interconnected Model of Teacher Professional Growth (IMPG) and Documentational Approach to Didactics (DAD) has been used individually to document teachers' professional learning from different aspects. The IMPG captures teachers’ growth through the iterative process and dynamics (i.e. enactment and reflection) among four domains (personal domain, external domain, practice domain and consequence domain). At the same time, the DAD primarily focuses on teacher learning through the interactions between resources and teachers. To deepen understanding of teachers' learning through lesson study, in this study, a networked theoretical framework through which the DAD model is enriched by incorporating some ideas from IMPG is proposed. A lesson study, including five stages of study, plan, enact, reflect and refine, facilitated by a researcher was conducted in Shanghai China. The data sets including all videotaped meetings and research lessons and lesson plans of the lesson study are analyzed based on the adapted framework qualitatively.

The results show that the teachers' document evolved from adopting the traditional teaching materials to adapting both traditional ones and e-resources with careful consideration of student learning through the lesson study process.

This study advances our understanding of networking strategies and their usefulness for deepening teacher professional learning as document development through lesson study. However, the sustainability of this type of professional learning needs to be further explored.

This study expands teacher learning through lesson study as the document development and enriches the DAD theory by illuminating the process of the documentational genesis.

This study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices.

Data analyzed in this study included lesson plans, three videotaped research lessons, three audio-taped group meetings, interviews, the teacher's reflection journals and other related materials. Clarke and Hollingsworth's interconnected model of professional growth (IMPG) was adopted as the theoretical and analytical framework for examining the teacher's learning process.

This study found that teachers can deepen their understanding of innovative curriculum ideas and implement them through an iterative cycle of planning, enactment and reflection in LS. Involving knowledgeable others in the process and reflecting on evidence-based evaluation of students' learning outcomes is crucial for changing the teacher's knowledge, beliefs, attitudes and teaching practices. Theoretical tools, such as learning trajectory, are useful for transforming curriculum reform ideas that teachers find abstract and overly broad into concrete and actionable lesson designs.

Theoretically, this study can broaden our knowledge about how the under-studied mechanism of Chinese LS can contribute to helping teachers to transform reform ideas into classroom practices. Practically, this study provides suggestions for researchers and educators to reflect on and improve the effectiveness of teachers' professional development programs in a reform context.

This paper seeks to understand how teachers' mathematical knowledge for teaching (MKT) is developed during a lesson study regarded as a professional development process that places particular emphasis on teachers' knowledge of tasks, representations and students' learning.

This study is based on the networking of two theories, namely the Interconnected Model of Teacher Professional Growth (IMTPG) and MKT. The methodology is qualitative and interpretative. The participants are three primary school teachers and team members involved in a lesson study. Data collection was conducted by means of participant observation, with audio recordings of the sessions and a final individual interview.

The participant teachers developed their knowledge of tasks and representations, which are essential elements of content and teaching knowledge, as well as knowledge of the curriculum, content and students. Additionally, they developed specialized knowledge of mathematics, the meaning of fraction as a measure and its representation on the number line. This development arose from activities conducted in the Domain of Practice, in many cases prompted by the External Domain, and was particularly important when these activities gave rise to unforeseen consequences. Connections among the various domains were established through enactment and reflection processes.

The study shows how the networking of two different theories, in this case the IMTPG and MKT, may enhance further understanding of educational phenomena. This networking involved the coordination of these two theories, which were superimposed in the Group Domain.

The aim of the study is to analyse theory growth in information science by using a case from information seeking studies. Scientific growth is identified with the growth of theories. Three contexts of theoretical work are differentiated: unit theories, theoretical research programmes and metatheories. For analysis of theory growth tools based on the current theory of science are needed. The study introduces tools for the analysis of theory growth and theory reconstruction and applies them to analysis of a theory on information seeking. Tools include the systematisation and formalisation of theories. The usefulness of these tools is illustrated by reconstructing a theory used in a current information seeking study. It is shown that they help in specifying the theory in the following ways: 1. in stating the central concepts and their relations; 2. in revealing implicit restrictions of the theory; and 3. in facilitating the derivation of additional hypotheses from the theory’s axioms, especially by showing the mechanisms which interconnect the concepts of the theory. The results of reconstruction, specification and enrichment of the theory show future prospects for developing it and thus it creates potential growth of knowledge within the theory of information seeking.

This research paper takes an interdisciplinary approach, drawing from empirical data, to explore the relationship between organisational change management and strategic leadership to promote growth in value-driven, membership-based organisations through a qualitative multi-case-based analysis and to provide a discussion on the philosophies and practices of leadership teams which underpin successful organisational change within such not-for-profit organisations.

Each participating organisation had 700+ members, had previously experienced prolonged periods of auditable membership growth and employed distinctly different organisational models to facilitate growth. A qualitative multi-case study approach was adopted informed by 32 interviews with eight leadership teams. A thematic analysis provided a comparative review of responses.

All case study organisations emphasised the significance of strategic leadership teams and clearly communicated vision and flexible organisational structures as central to their strategic planning and subsequent growth. This builds on previous research which has explored organisational change in not-for-profit organisations and strategic leadership in not-for-profit organisations, which explores the strong linkages between the roles and functions of strategic leadership, organisational structures designed with the adaptive capacity to manage continuous and convergent change and their impact on sustained growth. Such linkages are more specifically supported by extended tenure of office for those in senior leadership roles, clear delineation of roles and responsibilities, the adoption of an outward growth-oriented focus and adaptable structures that encourage wider participation in leadership and management functions for the fulfilment of the organisation's mission. Most significantly, these organisations plan with change and growth in mind.

The findings of this research have transferable value to other not-for-profit, membership-based, value-driven organisations as well as other faith-based organisations, which will help to provide future linkages between leadership structures, decision-making and organisational design and its impact on the not-for-profit organisations' capacity for sustained growth.

This research challenges previous conceptions on UK church growth trends and observes that all the case organisations presented different organisational structures which were intentionally designed, context specific and developed by leadership teams with sustained growth in mind. Results from psychometric testing of participants confirmed that senior leaders of large value-driven organisations that have demonstrated a capacity for sustained growth are consistently likely to exhibit leadership characteristics which demonstrate a balanced capacity for personal humility and a committed resolve or professional will, which is also reflected in a pragmatic-type leadership style, building on previous psychometric testing research in this context.