McGraw-Hill Education Network Learning for Educational Change (Professional Learning)

· 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.