ERIC Number: ED493245
Record Type: Non-Journal
Publication Date: 2005-Jul
Network Learning for Educational Change. Professional Learning
Veugelers, Wiel, Ed.; O'Hair, Mary John, Ed.
Open University Press
School-university networks are becoming an important method to enhance educational renewal and student achievement. Networks go beyond tensions of top-down versus bottom-up, school development and professional development of individuals, theory and practice, and formal and informal organizational structures. The theoretical base of networking makes use of many different concepts of educational change theory like educational change processes, empowering of teachers, professional development, communities of practice, the network society and democratic education. Part one of the book represents chapters of four "established" networks who have been functioning for several years. These networks describe their accomplishments, challenges, goals, and theoretical basis of their work. In part two, three recently developed networks present their "start-up" experiences and lessons learned. Increasingly there are efforts for linking networks by developing networking of networks, part three gives three examples. The book concludes with networking as a strategy for educational change. Following an introductory chapter entitled, The Case for Network Learning, written by Mary John O'Hair and Wiel Veugelers, this book is divided into three parts. Part 1, Theory and Practice of Networking, presents the subsequent chapters: (2) School-University Networks that Improve Student Learning: Lessons from the League of Professional Schools (Lew Allen and Frances Hensley); (3) Keeping Networks of Schools Fluid: Networks of Schools in Dialogue with Educational Change (Wiel Veugelers and Henk Zijlstra); (4)Harnessing Action Research: The Power of Network Learning (Christopher Day and Mark Hadfield); and (5) Networking for Professional Learning Communities: School-University-Community Partnerships to Enhance Student Achievement (Mary John O'Hair, Ulrich C. Reitzug, Jean Cate, Randy Averso, Linda Atkinson, Dennis Gentry, Gregg Garn, and Gaetane Jean-Marie). Part 2, Starting a Network, presents chapters: (6) Developing an Empowered Vision of Teaching within Networks (Joan Rue Domingo); (7) Introducing School-University Networks in the Middle East (Elaine Jarchow, Barbara Harold, Tracey McAskill, Robin McGrew-Zoubi, and Ian Walker); and (8) Networking as a Strategy for Restructuring Teacher Education and Professional Development (Tero Autio and Eero Ropo). Finally, Part 3, Networking of Networks, presents: (9) Quality Education Initiatives in Hong Kong: School Networks in Transition (William Y. Wu, Dennis W. K. Chan, and Victor Forrester); (10) From Networking to School Networks to "Networked" Learning: The Challenge for the Networked Learning Communities Programme (Mark Hadfield); and (11) Keeping Progressive Educational Discourse Alive during Conservative Times: Harmony Education Center and the National School Reform Faculty (Jesse Goodman). This book concludes with the final chapter: (12) Networking for Learning and Change (Wiel Veugelers and Mary John O'Hair).
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Publication Type: Books; Collected Works - General; Reports - Descriptive
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