Have a personal or library account? Click to login
Distributed leadership across a network professional learning community Cover

Distributed leadership across a network professional learning community

By: Rachel Denee  
Open Access
|Dec 2023

References

  1. Azorín, C., Harris, A., & Jones, M. (2020). Taking a distributed perspective on leading professional learning networks. School Leadership & Management, 40(2–3), 111–127. https://doi.org/DOI: 10.1080/13632434.2019.1647418
  2. 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. Bristol: University of Bristol.
  3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  4. Clarkin-Phillips, J. (2009). Distributed leadership: Utilising everyone’s strengths. Early Childhood Folio, 13, 22–27. https://doi.org/10.18296/ecf.0180
  5. Clarkin-Phillips, J. (2011). Distributed leadership: Growing strong communities of practice in early childhood centres. Journal of Educational Leadership, Policy and Practice, 26(2), 14.
  6. Cooper, M. (2018). Shifting the lens: Everyday collective leadership activity in education [Doctoral thesis, University of Auckland]. Auckland.
  7. Cooper, M. (2020). Teachers grappling with a teacher-leader identity: complexities and tensions in early childhood education. International Journal of Leadership in Education, 1–21. https://doi.org/10.1080/13603124.2020.1744733
  8. Denee, R. (2017). Distributed leadership for professional learning: Effective leadership practices in early childhood education [Master’s thesis, Victoria University of Wellington]. Wellington, New Zealand.
  9. Denee, R. (2022). Visual arts in ECE: Strengthening intentional teaching through a network professional learning community [Doctoral thesis, Te Herenga Waka-Victoria University of Wellington]. Wellington.
  10. Denee, R., & Thornton, K. (2017). Effective leadership practices leading to distributed leadership. Journal of Educational Leadership, Policy and Practice, 32(2), 33. https://doi.org/10.21307/jelpp-2017-0016
  11. Denee, R., & Thornton, K. (2021). Distributed leadership in ECE: perceptions and practices. Early Years, 1–16. https://doi.org/10.1080/09575146.2018.1539702
  12. DuFour, R., & Eaker, R. (2009). Professional learning communities at work: Best practices for enhancing students achievement. Solution Tree Press.
  13. Edwards-Groves, C., & Grootenboer, P. (2021). Conceptualising five dimensions of relational trust: implications for middle leadership. School Leadership & Management, 1–24. https://doi.org/10.1080/13632434.2021.1915761
  14. Fullan, M. (2004). Systems thinkers in action: Moving beyond the standards plateau: Teachers transforming teaching. Department for Education and Skills.
  15. Halttunen, L., Waniganayake, M., & Heikka, J. (2019). Teacher leadership repertoires in the context of early childhood education team meetings in Finland. Journal of early childhood education research, 8(1).
  16. Healy, C. (2012). Overlapping realities: Exploring how the culture and management of an early childhood education centre provides teachers with opportunities for professional dialogue [Master’s thesis, Victoria University of Wellington]. Wellington.
  17. Heikka, J., & Waniganayake, M. (2011). Pedagogical leadership from a distributed perspective within the context of early childhood education. International Journal of Leadership in Education, 14(4), 499–512. https://doi.org/10.1080/13603124.2011.577909
  18. Hipp, K. (2004). Teacher leadership: Illustrating practices reflective of schools engaged in purposeful efforts to create and sustain learning communities. Leading and Managing, 10(2), 54.
  19. Hord, S. (2009). Professional learning communities. Journal of Staff Development, 30(1), 40–43.
  20. Jackson, D., & Temperley, J. (2007). From professional learning community to networked learning community. In L. Stoll & K. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 45–62). Open University Press.
  21. Marsh, S. (2015). A Model for Leadership That Improves Learning: New Insights for Schools and Scholars. Leadership and Policy in Schools, 14(1), 67–103. https://doi.org/10.1080/15700763.2014.983132
  22. Nolan, A., & Molla, T. (2016). Teacher professional learning in Early Childhood education: Insights from a mentoring program. Early Years, 1–13. https://doi.org/10.1080/09575146.2016.1259212
  23. Poekert, P. E. (2012). Teacher leadership and professional development: Examining links between two concepts central to school improvement. Professional Development in Education, 38(2), 169–188. https://doi.org/10.1080/19415257.2012.657824
  24. Postholm, M. B. (2012). Teachers’ professional development: a theoretical review. Educational Research, 54(4), 405–429. https://doi.org/10.1080/00131881.2012.734725
  25. Prenger, R., Poortman, C. L., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 68, 77–90. https://doi.org/10.1016/j.tate.2017.08.014
  26. Schwandt, T. A. (1994). Constructivist, interpretivist approaches to human inquiry. Handbook of qualitative research, 1, 118–137.
  27. Silverman, D. (2017). Doing qualitative research: A practical handbook (5th ed.). SAGE Publications Limited.
  28. Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3–34.
  29. Stoll, L. (2011). Leading professional learning communities. In J. Roberston & H. Timperley (Eds.), Leadership and learning (pp. 103–117). Sage.
  30. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8
  31. Thornton, K., & Cherrington, S. (2014). Leadership in professional learning communities. Australasian Journal of Early Childhood, 39(3), 94. https://doi.org/10.1177/183693911403900312
  32. Thornton, K., & Cherrington, S. (2019). Professional learning communities in early childhood education: a vehicle for professional growth. Professional Development in Education, 45(3), 418–432. https://doi.org/10.1080/19415257.2018.1529609
  33. Thornton, K., & Wansbrough, D. (2012). Professional learning communities in early childhood education. Journal of Educational Leadership, Policy and Practice, 27(2), 51.
  34. Timperley, H. (2011). Realizing the power of professional learning. McGraw-Hill Education.
  35. Timperley, H. S. (2005). Distributed leadership: Developing theory from practice. Journal of curriculum studies, 37(4), 395–420.
  36. Tobin, K. (2018). Methodological bricolage. In S. M. Ritchie & K. Tobin (Eds.), Eventful learning: Learner emotions (Vol. 61, pp. 31–55). Koninklijke Brill NV. https://doi.org/10.1163/9789004377912_003
  37. Yin, R. K. (2017). Case study research and applications: Design and methods. SAGE Publishing.
DOI: https://doi.org/10.2478/jelpp-2023-0005 | Journal eISSN: 1178-8704 | Journal ISSN: 1178-8690
Language: English
Page range: 76 - 92
Published on: Dec 31, 2023
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2023 Rachel Denee, published by New Zealand Educational Administration and Leadership Society
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.