The book explores the ways in which teachers across the world are currently working together in professional learning communities (PLCs) to generate meaningful change and innovation in order to transform pedagogy and practice. It argues that through collective action and collaborative agency, teachers are leading educational reform.
The book explores the ways in which teachers across the world are currently working together in professional learning communities (PLCs) to generate meaningful change and innovation in order to transform pedagogy and practice. It argues that through collective action and collaborative agency, teachers are leading educational reform.
Alma Harris is Professor of Educational Leadership at the University of Malaya, Malaysia. Michelle Jones is Assistant Professor of Education at the University of Bath, UK. Jane B. Huffman is Emeritus Professor of Educational Leadership at the University of North Texas, USA.
Inhaltsangabe
Introduction SECTION 1 - TEACHERS LEADING EDUCATIONAL REFORM WITHIN AND ACROSS SYSTEMS 1. Taking the lead: Teachers leading educational reform through Collaborative Enquiry in Scotland 2. Teachers Leading Reform Through Inquiry Learning Networks: A View from British Columbia 3. Teacher leadership within and across professional learning communities in England 4. Teacher-Led Professional Collaboration and Systemic Capacity Building: Developing Communities of Professional Learners in Ontario 5. Teacher Leaders in Professional Learning Communities in Singapore: Challenges and Opportunities SECTION 2 - TEACHERS LEADING EDUCATIONAL REFORM WITHIN AND ACROSS DISTRICTS AND SCHOOLS 6. Teachers at the Forefront: A Comprehensive, Systematic Process for Creating and Sustaining a District-Wide Culture of Learning 7. From PLC Implementation to PLC Sustainability: The Pivotal Role of District Support 8. District Efforts to Support the Professional Learning Community Framework in Schools: Transformation of Learning 9. Creating a network for teacher-led reform and pedagogical innovation in Taiwan SECTION 3 - TEACHERS LEADING EDUCATIONAL REFORM WITHIN AND ACROSS SCHOOLS 10. Developing adaptive expertise through professional learning communities in New Zealand 11. Professional Learning Communities in Chinese Senior Secondary Schools 12. Decentralisation, localism and the role of Professional Learning Communities in supporting school collaborations in Wales Conclusion
Introduction SECTION 1 - TEACHERS LEADING EDUCATIONAL REFORM WITHIN AND ACROSS SYSTEMS 1. Taking the lead: Teachers leading educational reform through Collaborative Enquiry in Scotland 2. Teachers Leading Reform Through Inquiry Learning Networks: A View from British Columbia 3. Teacher leadership within and across professional learning communities in England 4. Teacher-Led Professional Collaboration and Systemic Capacity Building: Developing Communities of Professional Learners in Ontario 5. Teacher Leaders in Professional Learning Communities in Singapore: Challenges and Opportunities SECTION 2 - TEACHERS LEADING EDUCATIONAL REFORM WITHIN AND ACROSS DISTRICTS AND SCHOOLS 6. Teachers at the Forefront: A Comprehensive, Systematic Process for Creating and Sustaining a District-Wide Culture of Learning 7. From PLC Implementation to PLC Sustainability: The Pivotal Role of District Support 8. District Efforts to Support the Professional Learning Community Framework in Schools: Transformation of Learning 9. Creating a network for teacher-led reform and pedagogical innovation in Taiwan SECTION 3 - TEACHERS LEADING EDUCATIONAL REFORM WITHIN AND ACROSS SCHOOLS 10. Developing adaptive expertise through professional learning communities in New Zealand 11. Professional Learning Communities in Chinese Senior Secondary Schools 12. Decentralisation, localism and the role of Professional Learning Communities in supporting school collaborations in Wales Conclusion
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