LEADER 00748nam0-2200277---450- 001 990008567890403321 005 20071022105339.0 035 $a000856789 035 $aFED01000856789 035 $a(Aleph)000856789FED01 035 $a000856789 100 $a20071022d1978----km-y0itay50------ba 101 0 $afre 102 $aFR 105 $ay-------001yy 200 1 $aPéril blanc$epropos d'un ethnologue sur l'Occident$fRené Bureau 210 $aParis$cÉditions l'Harmattan$d1978 215 $a231 p.$d22 cm 700 1$aBureau,$bRené$0502608 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990008567890403321 952 $aXIV E 2205$b23792$fFSPBC 959 $aFSPBC 996 $aPéril blanc$9711535 997 $aUNINA LEADER 00869nam a22002291i 4500 001 991002362899707536 005 20040306233643.0 008 040407s185u it |||||||||||||||||ita 035 $ab12911471-39ule_inst 035 $aARCHE-089109$9ExL 040 $aDip.to Scienze Storiche$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a385 100 1 $aQuaranta, Bernardo$08336 245 10$aFerrovia abruzzese per i confini romani /$cBernardo Quaranta 260 $a[S.l. :$bs.n.,$c1855?] 300 $aP. 127-138 ;$c28 cm. 907 $a.b12911471$b02-04-14$c16-04-04 912 $a991002362899707536 945 $aLE009 GEOG.MISC. 12/4$g1$i2009000330948$lle009$o-$pE0.00$q-$rn$so $t0$u0$v0$w0$x0$y.i1348011x$z16-04-04 996 $aFerrovia abruzzese per i confini romani$9303939 997 $aUNISALENTO 998 $ale009$b16-04-04$cm$da $e-$fita$git $h0$i1 LEADER 03532nam 2200529I 450 001 9910793340603321 005 20190118132125.0 010 $a1-78769-777-0 010 $a1-78769-775-4 035 $a(CKB)4100000007265063 035 $a(MiAaPQ)EBC5620621 035 $a(UtOrBLW)9781787697751 035 $a(EXLCZ)994100000007265063 100 $a20190118d2019 uy 0 101 0 $aeng 135 $aurun||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFormalise, prioritise and mobilise $ehow school leaders secure the benefits of professional learning networks /$fby Chris Brown (University of Portsmouth, UK), and Jane Flood (Netley Marsh C of E Infant School, UK) 210 1$a[Place of publication not identified] :$cEmerald Publishing Limited,$d[2018] 210 4$d©2018 215 $a1 online resource (132 pages) 225 0 $aEmerald professional learning networks series 311 $a1-78769-778-9 320 $aIncludes bibliographical references and index. 327 $aPrelims -- 1. The emergence of professional learning networks -- 2. Researching the new forest RLN --3. What actually happened across RLN schools? -- 4. Exploring the actions of individual schools -- 5. Discussion -- References -- Index. 330 $aProfessional learning networks (PLN) of teachers and others (such as university researchers) collaborating outside of their everyday community of practiceare considered to be an effective way to foster school improvement. At the same time, to generate change, PLNs require effective support from school leaders. Such support should be directed at ensuring those participating in PLNs can engage in network learning activities; also that this activity can be meaningfully mobilised within participant's schools. What is less well understood however are the actions school leaders might engage in to provide this support. To address this knowledge gap, this book presents a case study of how senior leaders attempted to maximise the effectiveness of participating in PLNs for one learning network: the New Forest Research Learning Network (RLN) - a specific type of PLN designed to facilitate research-informed change at scale. In-depth semi-structured interviews with RLN participants, as well as impact data and policy documents, have been used to ascertain the types of leadership practices employed and their nature (i.e. whether geared towards prioritising formalising or mobilising the work of the PLN). Also presented is an assessment of the perceived effectiveness of these practices and suggestions for the type of leadership activity that appear to maximise the effectiveness of schools engaging in professional learning networks more generally. 606 $aTeachers$xIn-service training 606 $aProfessional learning communities 606 $aEducational leadership 606 $aEducation$xLeadership$2bisacsh 606 $aOrganization & management of education$2bicssc 615 0$aTeachers$xIn-service training. 615 0$aProfessional learning communities. 615 0$aEducational leadership. 615 7$aEducation$xLeadership. 615 7$aOrganization & management of education. 676 $a370.711 700 $aBrown$b Chris$factive 2019,$01549404 702 $aFlood$b Jane 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910793340603321 996 $aFormalise, prioritise and mobilise$93807424 997 $aUNINA