Session Information
15 SES 08, Strength in Numbers or Getting Nowhere Fast in a Committee: International Perspectives on Conditions for Collaboration in Education Networks
Symposium
Contribution
This paper reports on a two-year knowledge mobilization project taking place in 114 primary schools between 2014 and 2016. The aim of the project is to test an innovative pilot designed to increase research use amongst primary school-teachers at scale. Specifically, we are developing then exploring the efficacy of an approach that: ...draws on the work of Stoll et al., (2006) and Earl and Katz (2006) in order to understand how researchers might form effective networked professional learning communities with school leaders, successfully centered on knowledge mobilization; ...builds on work centred on knowledge creation (Nonaka & Takeuchi, 1995), conceptions of expertise (Flybjerg,2001) and learning conversations (Stoll, 2012) in order to understand how researchers can best combine practitioner tacit knowledge (and their understanding of effective practice) with research and evidence on ‘what seems to work’ in relation to teaching and learning. In particular, we explore how socio-constructivist modes of learning can drive knowledge mobilization such that teacher practice and pupil outcomes improve as a result; and ...employs notions of formal and informal leadership (Day and Sammons, 2013) and social network analysis method (Daly, 2010) to ascertain the role of different types of leaders in mobilizing knowledge at scale: examines the roles of formal and informal leaders working in networked learning communities in mobilizing this knowledge within their home school. Methods As part of the project, a social network analysis was administered to teaching staff within schools involved in the project. 621 teachers from 43 schools completed the survey (a response-rate of 75%). The data include perception scales, social network relations, and demographics background. Using data from this analysis, this paper examines what factors support: 1) the use of research findings by networks of schools in England; and 2) the degree to which the school improvement strategies of networks of English schools are based on research and evidence. Conclusions/Findings This analysis provides insights into networked collaboration among school leaders (both formal leaders and teachers who act as informal leaders) from different schools; how networked learning can translate to improved within-school practice; and meaningful and effective partnerships between schools and researchers. It will also allow researchers to generate new perspectives on the effectiveness of networked professional learning communities for knowledge mobilization at scale and who best to involve in these communities if knowledge is to be mobilized at a system level, and what factors best serve to promote networked research-informed school improvement.
References
Daly, A. (2010) Mapping the terrain: social network theory and educational change, In Daly, A. (ed) Social Network Theory and Educational Change, (Cambridge, MA, Harvard Education Press). Day, C. and Sammons, P. (2013) Successful leadership: a review of the international literature (Reading, CfBT Education Trust). Earl, L. and Katz, S. (2006) How Networked Learning Communities Work, Centre for Strategic Education Seminar Series Paper 155. Flyvbjerg, B. (2001) Making Social Science Matter (Cambridge, Cambridge University Press). Nonaka, I. and Takeuchi, H. (1995) The knowledge creating company: how Japanese companies create the dynamics of innovation, (New York, Oxford University Press). Stoll, L., (2012) Stimulating Learning Conversations, Professional Development Today, 14, 4, pp. 6-12. Stoll, L., Bolam, R., McMahon, A., Wallace, M. and Thomas, S. (2006) Professional learning communities: a review of the literature, Journal of Educational Change, 7, 4, pp. 221-258.
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