
How can school leaders maximise the benefits of being part of a Professional Learning Network
Research Reviews
References
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- Brown C (2017) Research learning communities: How the RLC approach enables teachers to use research to improve their practice and the benefits for students that occur as a result. Research for All 1(2): 387–405.
- Brown C and Flood J (2019) Formalise, Prioritise and Mobilise. How School Leaders secure the benefits of Professional Learning Networks. Bingley: Emerald Publishing.
- Brown C and Poortman C (eds.) (2018). Networks for learning: effective collaboration for teacher, school and system improvement. London: Routledge.
- Earley P (2013) Exploring the school leadership landscape: changing demands, changing realities. London: Bloomsbury.
- Farrell C and Coburn C (2017) Absorptive capacity: A conceptual framework for understanding district central office learning, Journal of Educational Change 18 :135-159.
- Galdin-O’Shea H (2015) Leading ‘Disciplined Enquiries ‘in Schools. In : Brown C (ed.), Leading the Use of Research & Evidence in Schools. London: IOE Press. pp. 91-106
- Godfrey D (2014) Leadership of schools as research-led organizations in the English educational environment: cultivating a research engaged school culture, Educational Management Administration & Leadership, early online publication.
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- Hubers M D and Poortman C L (2018). Establishing Sustainable School Improvement through Professional Learning Networks. In Brown C and Poortman C (eds) (2018) Networks for learning: effective collaboration for teacher, school and system improvement. London: Routledge. pp.194-204.
- Ogawa R and Bossert S (1995) Leadership as an organizational quality. Educational Administration Quarterly 31(2): 224-243.
- Rose J Thomas S Zhang L et al. (2017) Research Learning Communities: Evaluation report and executive summary.