Learning about networked learning communities

Katz, Steven T.; Earl, Lorna

doi:10.1080/09243450903569718

Cited by 163 publications

(157 citation statements)

References 19 publications

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“…According to Katz & Earl (2010), learning is "knowledge creation" (p. 28). Knowledge is created through dialogue or conversations and "it is in these conversations that new ideas, tools, and practices are created" (Katz & Earl, 2010, p. 28).…”

Section: Collective Learningmentioning

confidence: 99%

“…An effective (professional) learning community exhibits key characteristics like: shared sense of purpose or collective responsibility; shared and supportive leadership; shared values and vision; collective responsibility for pupils' learning; collaborative activity; collaboration focused on learning; individual and collective professional learning; reflective professional enquiry and dialogue; openness, networks and partnerships; inclusive membership; mutual trust, respect and support; sharing practice (Bolam, et al, 2005;Hipp et al, 2008;Vescio, et al, 2008), Lockhorst, 2004;Lomos et al, 2011). Katz & Earl (2010) show that key factors are "strength of engagement and participation of the members, talking openly with colleagues about different views, opinions, and values, and dealing openly with conflicts" (p. 45) and "changing practice" (p. 43).…”

Section: Learning Communitiesmentioning

confidence: 99%

“…Professional learning communities are fundamentally about learning for students, as well as learning for teachers, learning for leaders and learning for schools (Katz & Earl, 2010). Not only teachers can be involved in this collective learning but also students (see Lundy, 2007;Cook-Sather, 2007) and the school's management (see Katz & Earl, 2010;Mittendorf et al, 2006).…”

Section: Learning Communitiesmentioning

confidence: 99%

“…As Katz & Earl (2010) and Bolam et al (2005) stated, some other characteristics like collective responsibility, community members' participation and openness for each others views and values are essential for an effective learning community. Therefore, the learning cycle is completed with two elements essential for establishing a collective process, namely: 'variety in perspective' and 'shared influence' and two elements for reaching a collective product, namely 'collective outcome' and 'shared interest'.…”

Section: Actingmentioning

confidence: 99%

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Collective learning in primary schools and teacher education institutes

2013

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Many innovations in education are not completed, even if they are well thought out in advance.One of the main causes is the organization's lack of learning ability, combined with a shortage of teachers' and students' ownership with respect to the renewal of ideas and design. In communities of learners, teachers and students collaborate and learn together in order to shape innovations in their daily practice. Their ability to learn collectively is a key factor in developing a learning organization. So far, insights into how processes of collective learning can be designed effectively, and which critical factors play a role, have been based on limited empirical research. This article's goal is to contribute to the development of these insights, using the results of a study based on 48 cases of collective learning in communities of learners in primary schools and teacher education institutes. The results suggest that although collective learning rarely takes place in most cases, many outcomes are created that affect all community members. This leads to the conclusion that some participants create outcomes, not only on behalf of themselves but also on behalf of others.

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Section: Collective Learningmentioning

confidence: 99%

Section: Learning Communitiesmentioning

confidence: 99%

Section: Learning Communitiesmentioning

confidence: 99%

Section: Actingmentioning

confidence: 99%

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Collective learning in primary schools and teacher education institutes

2013

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“…In this vein, networking can offer a way to overcome the tensions between the need for professional change and resistance to change in the school culture, and already has sufficient theoretical grounding to demonstrate its benefits in generating pedagogical knowledge and encouraging improvements (Muijs, West and Ainscow 2010;Katz and Earl 2010).…”

Section: Discussionmentioning

confidence: 99%

Collaborative professional development for distributed teacher leadership towards school change

Ciges

Miravet

Amat

2016

School Leadership & Management

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Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change.The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices. A focus group was formed firstly to identify which factors SCC participants perceived as influencing the development of this leadership for change, and secondly, to verify whether the SCC offers a space where the development of distributed leadership is promoted.We find that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture.

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Individual, co‐operative and collaborative data use: A conceptual and empirical exploration

Gasse

Vanlommel

Vanhoof

et al. 2017

British Educational Res J

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In recent decades, the belief has originated that data use contributes to more thought-out decisions in schools. The literature has suggested that fruitful data use is often the result of interactions among team members. However, up until now, most of the available research on data use has used 'collaboration' as an umbrella concept to describe very different types of interaction, without specifying the nature of collaboration or the degree of interdependency that takes place in interactions. Therefore, the current study investigates and describes Flemish teachers' individual, co-operative and collaborative data use. In doing so, the level of interdependency of teachers' interactive activities (storytelling, helping, sharing, joint work) is taken into account. The results of a qualitative study with semi-structured interviews show that teachers' data use is predominantly of an individual nature and that felt interdependencies among teachers are few. The study enhances knowledge and opens the conceptual debate about teachers' interactions in the context of data use.

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Learning about networked learning communities

Cited by 163 publications

References 19 publications

Collective learning in primary schools and teacher education institutes

Collective learning in primary schools and teacher education institutes

Collaborative professional development for distributed teacher leadership towards school change

Individual, co‐operative and collaborative data use: A conceptual and empirical exploration

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