Building and Connecting Learning Communities : The Power of Networks for School Improvement

Steven Katz

ISBN 10: 1412966000 / ISBN 13: 9781412966009

Editore: Corwin, 2009

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nach der Bestellung gedruckt Neuware - Printed after ordering - Networked learning communities: A powerful school improvement strategy for school leaders!Drawing on their work with schools in North America and England, the authors demonstrate how linking professional learning communities across school or district boundaries creates networked learning communities (NLCs) that can share professional knowledge. Through a sample school narrative, the book illustrates how NLCs can significantly improve instruction, increase student performance, and promote deep and sustained change. This resource examines: Collaborative inquiry as a process that challenges teachers' thinking, generates new learning, and fosters trusting relationshipsFormal and informal leadership roles in NLCsHow NLCs support systematic data analysis and accountability.

Codice articolo 9781412966009

Dati bibliografici

• Titolo: Building and Connecting Learning Communities : The Power of Networks for School Improvement
• Editore: Corwin
• Data di pubblicazione: 2009
• Lingua: Inglese
• ISBN 10: 1412966000
• ISBN 13: 9781412966009
• Rilegatura: Buch
• Condizione: Neu
• Dimensioni: 260 L x 183 A x 12 P (millimetri) 260 millimetri di larghezza per 183 millimetri di altezza per 12 millimetri di profondità
• Peso: 465 grammi

Descrizione articolo

Riassunto

Networked learning communities: A powerful school improvement strategy for school leaders!

 

Drawing on their work with schools in North America and England, the authors demonstrate how linking professional learning communities across school or district boundaries creates networked learning communities (NLCs) that can share professional knowledge. Through a sample school narrative, the book illustrates how NLCs can significantly improve instruction, increase student performance, and promote deep and sustained change. This resource examines:

• Collaborative inquiry as a process that challenges teachers’ thinking, generates new learning, and fosters trusting relationships
• Formal and informal leadership roles in NLCs
• How NLCs support systematic data analysis and accountability

Informazioni sugli autori

Steven Katz is the director of Aporia Consulting Ltd. and a faculty member in the Applied Psychology and Human Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT), where he teaches in the Child Study and Education graduate program. He is the recipient of the OISE, UT- wide award for teaching excellence. Steven has a PhD in human development and applied psychology, with specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, leading professional learning, and evidence-informed decision making for school improvement. He has received the Governor General’s Medal for excellence in his field and has been involved in research and evaluation, professional development, and consulting with a host of educational organizations around the world. He is the author of several best-selling books, including Leading Schools in a Data-Rich World, Building and Connecting Learning Communities, Intentional Interruption, and The Intelligent, Responsive Leader.

 

Lorna M. Earl is a director of Aporia Consulting Ltd. and a retired associate professor from the Department of Theory and Policy Studies at the Ontario Institute for Studies in Education of the University of Toronto. She was the first director of assessment for the Ontario Education Quality and Accountability Office, and she as been a researcher and research director in school districts for over 20 years.

Throughout her career, Earl has concentrated her efforts on policy and program evaluations as a vehicle to enhance learning for pupils and for organizations. She has done extensive work in the areas of literacy and the middle years, but has concentrated her efforts on issues related to evaluation of large-scale reform and assessment (large-scale and classroom) in many venues around the world. She has worked extensively in schools and school boards, and has been involved in consultation, research, and staff development with teachers′ organizations, ministries of education, school districts, and charitable foundations. Earl holds a doctorate in epidemiology and biostatistics, as well as degrees in education and psychology.

Sonia Ben Jaafar is a research associate at Aporia Consulting Ltd. She works internationally to support policy and program development and implementation through applied research and evaluation. Her areas of expertise include assessment, accountability, educational reform, policy and program development, and comparative studies.

Ben Jaafar graduated from the Ontario Institute for Studies in Education of the University of Toronto with a PhD in theory and policy studies. She also holds an MA in curriculum, teaching, and learning; a BEd specialized in science education; and a BSc in biochemistry.