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This paper explores education group school principal’s influence on professional learning community (PLC) development in China.
Abstract
Purpose
This paper explores education group school principal’s influence on professional learning community (PLC) development in China.
Design/methodology/approach
Qualitative comparative case studies were conducted.
Findings
The findings show that principals indicated principal-level factors were their major concerns regarding PLC cultural condition design, school needs were the major concerns in PLCs’ relational and structural design, and educational-group factors impacted principals’ extension of PLCs’ structural conditions.
Originality/value
This article concludes by presenting a “three-context” framework for understanding education group principal’s influence on PLCs in China.
Details
Keywords
This paper explores a district government's role in using school networks to transform turnaround schools in rural Shanghai, China.
Abstract
Purpose
This paper explores a district government's role in using school networks to transform turnaround schools in rural Shanghai, China.
Design/methodology/approach
Qualitative case studies were conducted.
Findings
Findings showed that the C District government varied its power in initiating school networks; collaborative networks were developed but addressed local problems in a limited manner and collaborative networks had difficulties innovating to solve novel problems.
Originality/value
This article presents an “external-internal context” framework for understanding local government's role in school networks and turnaround school transformation in China.
Details