LEADER 03414nam 2200529I 450 001 9910969311903321 005 20200416154146.0 010 $a9781838677213 010 $a1838677216 010 $a9781838677190 010 $a1838677194 035 $a(CKB)4100000010754853 035 $a(MiAaPQ)EBC6143651 035 $a(UtOrBLW)9781838677213 035 $a(Perlego)1182676 035 $a(EXLCZ)994100000010754853 100 $a20200416h20202020 uy 0 101 0 $aeng 135 $aurun||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe networked school leader $ehow to improve teaching and student outcomes using learning networks /$fauthored by Chris Brown (Durham University, UK) 205 $a1st ed. 210 1$aBingley, England :$cEmerald Publishing,$d[2020] 210 4$dİ2020 215 $a1 online resource 300 $aIncludes index. 311 08$a9781838677220 311 08$a1838677224 320 $aIncludes bibliographical references. 327 $aChapter 1: The current context for Professional Learning Networks -- Chapter 2: The labyrinth -- Chapter 3: Connecting PLN learning with what happens in schools -- Chapter 4: How can we learn from PLNs in Germany and England? -- Chapter 5: Research Learning Networks in England: what do teachers and school leaders say? -- Chapter 6: Research Learning Networks in England: exploring social networks, cultures of trust and innovation -- Chapter 7: Pess Networks in Germany: hearing the voices of teachers and school leaders -- Chapter 8: Pess Networks in Germany: examining the use and value of networked learning -- Chapter 9: Conquering the labyrinth: lessons learned from cases in England and Germany. 330 $aAs accountability increases while budgets decrease, a growing number of school leaders and policy-makers are turning their attention to Professional Learning Networks (PLNs) as a way of improving education and student outcomes in schools and across school systems. Although PLNs can have real benefits for teachers and students, a number of underpinning conditions need to be in place to ensure these networks have real impact. Key amongst these conditions is effective leadership. The role of school leaders is crucial to ensure that there is meaningful participation by their teachers in network activity and that this participation makes a difference within teachers' 'home' schools. In this timely book Chris Brown addresses the knowledge gap about how school leaders can effectively develop, support, and sustain PLNs within and across schools, drawing on two key case studies from England and Germany. Evidence-based, accessible, and engaging, with key takeaways for practitioners in every chapter, The Networked School Leader is crucial reading for school leaders, system leaders and education researchers working close-to-practice. 606 $aEducational leadership 606 $aEducation$xLeadership$2bisacsh 606 $aSchool governors & school boards$2bicssc 615 0$aEducational leadership. 615 7$aEducation$xLeadership. 615 7$aSchool governors & school boards. 676 $a371.2 700 $aBrown$b Chris$0262335 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910969311903321 996 $aThe networked school leader$94364885 997 $aUNINA