Designing for Trust-Building Interactions in the Initiation of a Networked Improvement Community

Kallio, Julie; Halverson, Richard

doi:10.3389/feduc.2019.00154

Cited by 3 publications

(2 citation statements)

References 34 publications

(39 reference statements)

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“…In particular, they facilitated the movement of representations, sometimes literally carrying the papers between activities. Their logistical movements sparked interpersonal connections, creating the conditions for a social network where ideas could flow (Kallio and Halverson, 2020), another feature suggested for professional learning around deeper learning (Mintrop et al ., 2022). The observations about when, where and with whom ideas are generated or integrated align with social network theory.…”

Section: Discussionmentioning

confidence: 99%

Deeper professional learning: how leaders design for teachers to share their deeper learning practices

Kallio

2023

JEA

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PurposeA core challenge for leaders for deeper learning is scaling promising practices to provide students with systematic access to deeper learning experiences. This case illuminates how a group of researchers organized professional learning activities around conferring, a promising deeper learning practice.Design/methodology/approachThe author examines how the leaders of a Networked Improvement Community (NIC) created the conditions for teachers to share their deeper learning practices through a case study. The case study centers on one school team’s learning through their participation in the NIC activities, as evidenced by the artifacts they created and their exchanges with their team, participants from other schools and researchers.FindingsThe trajectory of one team through three NIC activities – a video club, a pitch and user testing – shows how they examined their own conferring practice, got ideas for change and shifted their thinking and practice toward a more student-centered approach. Insights from the case suggest three design principles – a common problem of practice, shared representations of practice and intentional network configurations – for deeper professional learning, or learning experiences that engage educators in purposeful and collaborative inquiry into deeper learning practices.Research limitations/implicationsTwo limitations of the case are a lack of data on the perceived experience of participants, which could speak to the depth of Irving’s shift toward student-centered conferring, and the narrow time scope of the NIC, which limits exploration of the sustainability of the changes to conferring.Practical implicationsThe design principles represent important features for researchers and leaders to consider in ongoing efforts to scale deeper learning. Leaders might use the principles to examine existing or future professional learning efforts.Originality/valueThis case study extends an understanding of one facet of leadership for deeper learning: fostering professional community. Future research is needed to examine the educator experience of participating in deeper professional learning and its sustained impact on practices.

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Section: Discussionmentioning

confidence: 99%

Deeper professional learning: how leaders design for teachers to share their deeper learning practices

Kallio

2023

JEA

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“…Help‐based interactions that assist in the process of building trust (Kallio & Halverson, 2020) also characterized the three networks. This facilitated the process of trust development and supported colleagues in being honest with and critical of each other.…”

Section: Discussionmentioning

confidence: 99%

Re‐designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards

2021

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This design‐based research project reports on three multilevel networks that were focused on implementing the Next Generation Science Standards (NGSS). Given the recent attention to understanding infrastructure to craft coherence in NGSS implementation, this research investigated how these networks iteratively re‐designed infrastructure as they engaged in implementing the NGSS. This focus is particularly important in the current context of NGSS implementation since needed infrastructure did not accompany the dissemination of the standards. The three networks were the following: mentor teachers, district specialists, and interim assessment specialists. Qualitative cases based on recordings of network working sessions, interviews with members, and artifacts of their work were generated for each network and then compared and contrasted. Findings show the work on infrastructure re‐design across the networks not only involved identifying useful NGSS‐designed resources and frameworks, but also translating these into meaningful supports or scaffolds that could ultimately lead to productive forms of engagement for either supporting teacher professional learning or student learning. Also, collegial workspaces were beneficial for institutionalizing networks' foci by creating spaces for all actors to share their experiences, challenges, and needs. This meant focusing on curriculum and instructional routines for mentor teachers, focusing on NGSS instructional principles for district leaders, and focusing on the development of an interim assessment practice brief for interim assessment leaders—foci identified as central to and immediately applicable in the day‐to‐day work of the respective network members.

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Di cosa parliamo quando parliamo di Participatory Network Analysis? Una review sistematica

Meringolo¹,

Chiodini²

2022

Psicologia Di Comunita'

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Il contributo esplora la letteratura scientifica degli ultimi cinque anni sulla Participatory Network Analysis (PNA) ed è finalizzato a verificare l'interesse per il tema nel panorama inter-nazionale e ad analizzare gli studi che possono arricchire i modelli utilizzati in psicologia di comunità. Sono stati estratti da Web of Science e da Scopus 1014 articoli, analizzandone le frequenze negli anni e nelle diverse aree. È stata svolta una review sistematica (PRISMA 2020), soffermandosi su alcuni studi particolarmente innovativi. Viene evidenziata la multidisciplinarietà e la ricchezza delle proposte, oltre ad alcune criticità nell'approccio partecipativo. Vengono rilevate alcune aree in cui la PNA si è dimostrata di particolare utilità, quali la promozione della salute, l'integrazione dei migranti, spazi e luoghi di vita quotidiana, le policies, i contesti di apprendimento, la gestione dei disastri e degli eventi critici.

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Designing for Trust-Building Interactions in the Initiation of a Networked Improvement Community

Cited by 3 publications

References 34 publications

Deeper professional learning: how leaders design for teachers to share their deeper learning practices

Deeper professional learning: how leaders design for teachers to share their deeper learning practices

Re‐designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards

Di cosa parliamo quando parliamo di Participatory Network Analysis? Una review sistematica

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