1. bookVolume 8 (2016): Issue 1 (June 2016)
Journal Details
License
Format
Journal
eISSN
2037-0849
First Published
16 Apr 2015
Publication timeframe
2 times per year
Languages
English
access type Open Access

Head teacher professional networks in Italy: preliminary results of a national survey

Published Online: 18 Sep 2016
Volume & Issue: Volume 8 (2016) - Issue 1 (June 2016)
Page range: 62 - 68
Journal Details
License
Format
Journal
eISSN
2037-0849
First Published
16 Apr 2015
Publication timeframe
2 times per year
Languages
English
Abstract

In this article, we present the preliminary results of a national survey conducted by INDIRE on head teachers communities and professional networks. About one-fourth of the total population of Italian public school leaders participated in the survey. One of the main intents of this research is to contribute to understanding of the phenomenon of professional networks frequented by school leaders and to pave the way for a further reflection on how to use such networks for head teachers’ training so as to support their daily professional practice conducted too often in isolation.

This contribution is synergetic with what was envisaged by the new Italian school reform introduced with Law 107/2015 and, in particular, with the roles of the school leaders and the networks. This research is conducted within the INDIRE DsinRete2 research project.

Keywords

Ball, S.J. (2008). New Philanthropy, new Networks and new Governance in Education, Political Studies, vol. 56, 747-765Search in Google Scholar

Barabarsi, A.L. (2004). Link la scienza delle reti. Torino: EinaudiSearch in Google Scholar

Biancato, L. (2014). L’autonomia si rafforza con le reti. Il modello del Centro Territoriale per i Servizi Scolastici (CTSS) di Bassano del Grappa - Asiago, Scuola Democratica, Settembre-Dicembre (3), pp. 723-730.Search in Google Scholar

Biesta, G. (2016) Improving education through research? From effectiveness, causality and technology to purpose, complexity and culture. Policy Futures in Education, 14(2) 194-210Search in Google Scholar

Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A. & Smith, M. (2005). Creating and sustaining effective professional learning communities. Research Report 637. London: DfES and University of Bristol.Search in Google Scholar

Brown, J. S., & Duguid, P. (1991). Organizational learning and communities of practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1), 40-57.10.1287/orsc.2.1.40Search in Google Scholar

Brown, J. S., & Duguid, P. (2001). Knowledge and organization: A social-practice perspective. Organization Science, 12(2), 198-213.10.1287/orsc.12.2.198.10116Search in Google Scholar

Cerini, G. (Ed.) (2015). Dirigenti scolastici di nuova generazione, Santarcangelo di Romagna, Maggioli Editore.Search in Google Scholar

Cowan, D’E., Fleming, G.L., Thompson, T.L. & Morrisey, M.S. (2004). Study description: Investigating five PLC schools. In S. M. Hord (ed), Learning together, leading together: Changing schools through professional learning communities. New York: Teachers College Press.Search in Google Scholar

De Maurissens, I., Repetto, M.; Rosa, A., Pettenati, M. C. (2015). Indagine nazionale sulle reti e Comunità di pratica per Dirigenti scolastici. In Rui M., Messina L., Minerva T. (eds.), Teach Different! Proceedings della Multiconferenza EMEMITALIA2015, Genova University Press: Genova.Search in Google Scholar

Fielding. M., Bragg, S., Craig, J., Cunningham, I., Eraut, M., Gillinson, S., Horne, M., Robinson, C. & Thorp, J. (2005). Factors influencing the transfer of good practice. DfES Research Report RR 615, University of Sussex.Search in Google Scholar

Gay, L., Mills, G., Airasian, P. (2006). Educational research: Competencies for analysis and application. New York: Prentice Hall.Search in Google Scholar

Gee, J. P. (2004). Situated Language and Learning: A Critique of Traditional Schooling. New York: RoutledgeSearch in Google Scholar

Granovetter, M. (1998). La forza dei legami deboli, Napoli, Liguori.Search in Google Scholar

Hargreaves, A. & Fink, D. (2006). Sustainable leadership. London: Wiley & Son.Search in Google Scholar

Hipp, K.A. & Huffman, J.B. (2007). Using assessment tools as frames for dialogue to create and sustain professional learning communities. In L. Stoll & K.S. Louis (eds), Professional learning communities: Divergence, depth and dilemmas. Maidenhead: Open University press.Search in Google Scholar

Hord, S. (2004). Professional learning communities: An overview. In S. Hord (ed), Learning together, leading together: Changing schools through professional learning communities. New York: Teachers College Press.Search in Google Scholar

Huffman, J.B. (2001). The role of shared values and vision in creating professional learning communities. Paper presented to the Annual Meeting of the American Educational Research Association, Seattle, April.Search in Google Scholar

Jackson, D. & Temperley, J. (2007). From professional learning community to networked learning community. In L. Stoll & K.S. Louis (eds), Professional learning communities: Divergence, depth and dilemmas. Maidenhead: Open University Press.Search in Google Scholar

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.10.1017/CBO9780511815355Search in Google Scholar

Louis, K.S. & Leithwood, K. (1998). From organizational learning to professional learning communities. In K. Leithwood & K.S. Louis (eds), Organizational learning in schools. Lisse, The Netherlands: Lisse, Swets and Zeitlinger.Search in Google Scholar

Marzano, R.J. Waters, T. Mc Nulty, B.A. (2005). School leadership that works: from research to results. USA: ASCD PublicationsSearch in Google Scholar

Paletta, A. (Ed.) (2015). Dirigenti leader per l’apprendimento. Retrieved from http://www.iprase.tn.it/pubblicazioni/scheda-documento/?node=workspace://SpacesStore/9cbf0111-ae99-44ebad76-d3fcdac2e628. ISBN/ISSN: 978-88-7702-398-8Search in Google Scholar

Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., & Stringfield, S. (2014). Educational effectiveness research (EER): A state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197-230.10.1080/09243453.2014.885450Search in Google Scholar

Romano, G., & Trentin, G. (2008) Valutare gli effetti dell’apprendimento informale prodotto nelle comunità professionali online. Tecnologie Didattice. 44(2), 57-61.Search in Google Scholar

Stoll, L., Bolam, R., McMahon, A., Thomas, S., Wallace, M., Greenwood, A. & Hawkey, K. (2006). Professional learning communites: Source materials for school leaders and other leaders of professional learning. London: Innovation Unit, DfES, NCSL and GTC.Search in Google Scholar

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York: Cambridge University Press.10.1017/CBO9780511803932Search in Google Scholar

Recommended articles from Trend MD

Plan your remote conference with Sciendo