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Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a338.9 100 1 $aFarzin, Yeganeh Hossein$0252925 245 13$aAn economic model of oil reserves additions :$bapplication to U.S. data /$cY.H. Farzin 260 $aMilano :$bFondazione ENI Enrico Mattei,$c1998 300 $a21 p. ;$c21 cm 440 0$aNote di lavoro della Fondazione ENI Enrico Mattei ;$v96.98 650 4$aPolitica economica$zStati Uniti d'America 650 4$aPetrolio$zStati Uniti d'America 907 $a.b12856319$b02-04-14$c16-04-04 912 $a991002004899707536 945 $aLE009 GEOG.COLL.14E/96$g1$i2009000309456$lle009$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i13416133$z16-04-04 996 $aEconomic model of oil reserves additions$9302080 997 $aUNISALENTO 998 $ale009$b16-04-04$cm$da $e-$feng$git $h3$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