Network Learning for Educational Change

·How do networks create educational change and improve student achievement? ·What kinds of educational policies and practices facilitate network learning?·How do you begin a school-university network?School-university networks are becoming an important method to enhance educational renewal and student achievement. Networks go beyond tensions of top-down vs. 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.Contributors: Lew Allen,Linda Atkinson, Tero Autio, Randy Averso, Jean Cate, Dennis W. K. Chan, Chris Day, Victor Forrester, Gregg Garn, Dennis Gentry, Jesse Goodman, Mark Hadfield, Barbara Harold, Frances Hensley, Elaine Jarchow, Gaetane Jean-Marie, Tracey McAskill, Robin McGrew-Zoubi, Mary John O'Hair, Ulrich C. Reitzug, Eero Ropo, Joan Rué, Wiel Veugelers, Ian Walker, William Y. Wu, Henk Zijlstra.

Wiel Veugelers is professor of education at the University of Amsterdam and the University for Humanistics in the Netherlands. He is the founder and director of the School Network of the University of Amsterdam. He published on networking, educational change, youth culture, critical pedagogy and moral and democratic education.

Mary John O’Hair is Professor of Educational Leadership at the University of Oklahoma and director of the K20 Center for Educational and Community Renewal. Dr. O’Hair’s research focuses on developing and sustaining interdisciplinary learning partnerships designed to improve teaching, learning, and leading in kindergarten through graduate (K20) education.

Introduction

1. The Case for Network Learning Mary John OHair and Wiel Veugelers

Part 1: Theory and Practice of Networking

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

5. Networking for Professional Learning Communities: School-University-Community Partnerships to Enhance Student Achievement Mary John OHair, Ulrich C. Reitzug, Jean Cate, Randy Averso, Linda Atkinson, Dennis Gentry, Gregg Garn and Gaetane Jean-Marie

Part 2: Starting a Network

6. Developing an Empowered Vision of Teaching within Networks Joan Ru Domingo

7. Introducing School-University Networks in the Middle East Elaine Jarchow, Barbara Harold, Tracey McAskill, Robin McGrew-Zoubi and Ian Walker

8. Networking as a Strategy for Restructuring Teacher Education and Professional Development Tero Autio and Eero Ropo

Part 3: Networking of networks

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

11. Keeping Progressive Educational Discourse Alive During Conservative Times: Harmony Education Center and the National School Reform Faculty Jesse Goodman

Conclusion

12. Networking for Learning and Change Wiel Veugelers and Mary John OHair