Prelims

Half Title Page

Improving the Relational Space of Curriculum Realisation

Series Page

EMERALD PROFESSIONAL LEARNING NETWORK SERIES

Series Editors: Chris Brown, University of Portsmouth, UK and Cindy Poortman, University of Twente, The Netherlands

In the current international policy environment, teachers are viewed as learning-oriented adaptive experts. Required to be able to teach increasingly diverse sets of learners, teachers must be competent in complex academic content, skilful in the craft of teaching and able to respond to fast changing economic and policy imperatives. The knowledge, skills and attitudes needed for this complex profession requires teachers to engage in collaborative and networked career-long learning. The types of learning networks emerging to meet this need comprise a variety of collaborative arrangements including inter-school engagement, as well as collaborations with learning partners, such as universities or policy-makers. More understanding is required, however, on how learning networks can deliver maximum benefit for both teachers and students.

Emerald Professional Learning Network Series aims to expand current understanding of professional learning networks and the impact of harnessing effective networked collaboration.

Published in this series:

• Formalise, Prioritise and Mobilise: How School Leaders Secure the Benefits of Professional Learning Networks

  Chris Brown and Jane Flood

• School Improvement Networks and Collaborative Inquiry: Fostering Systemic Change in Challenging Contexts

  Mauricio Pino Yancovic, Alvaro González Torres and Luis Ahumada Figueroa

• Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity-seeking Communities

  Leyton Schnellert

• Lessons in School Improvement from Sub-Saharan Africa: Developing Professional Learning Networks and School Communities

  Miriam Mason and David Galloway

• Professional Learning Networks in Design-Based Research Interventions

  Mei Kuin Lai and Stuart McNaughton

Title Page

Improving the Relational Space of Curriculum Realisation: Social Network Interventions

By

Claire Sinnema

The University of Auckland, New Zealand

Alan J. Daly

University of California, USA

Joelle Rodway

Memorial University of Newfoundland, Canada

Darren Hannah

The University of Auckland, New Zealand

Rachel Cann

The University of Auckland, New Zealand

And

Yi-Hwa Liou

National Taipei University of Education, Taiwan

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2023

Copyright © 2023 Claire Sinnema, Alan J. Daly, Darren Hannah, Joelle Rodway, Rachel Cann, and Yi-Hwa Liou.

Published under exclusive licence by Emerald Publishing Limited.

Reprints and permissions service

Contact: www.copyright.com

No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. No responsibility is accepted for the accuracy of information contained in the text, illustrations or advertisements. The opinions expressed in these chapters are not necessarily those of the Author or the publisher.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-80382-516-8 (Print)

ISBN: 978-1-80382-513-7 (Online)

ISBN: 978-1-80382-515-1 (Epub)

Contents

List of figures and tables

Figures

Tables

About the Authors

Claire Sinnema is an Associate Professor at The University of Auckland. Her research deals with educational improvement and the realisation of curriculum and other educational policies in practice. Her work addresses the role of curriculum design, networks, practitioner inquiry, leadership and problem-solving in educational contexts.

Alan J. Daly is a Professor and the Director of Educational Leadership Doctoral Programs in the Department of Education Studies at the University of California, San Diego. His research primarily focusses on the role of social networks and their impacts on social systems.

Joelle Rodway is an Assistant Professor at the Memorial University of Newfoundland. Her research is on the role of social capital in whole system educational change.

Darren Hannah is an EdD graduate of The University of Auckland. His research interest is the generation of actionable knowledge that can be used for organisational improvement through the diagnosis of and engagement with theories of action.

Rachel Cann is a PhD candidate at the University of Auckland. Her research relates to the individual, relational and organizational influences on educator wellbeing, drawing on positive psychology and social network theory.

Yi-Hwa Liou, Professor of the Department of Educational Management at the National Taipei University of Education, Taiwan. She researches leadership and development and professional and networked learning communities using social network analysis.

Acknowledgements

This book is both about collaboration and arises from collaboration. We would like to acknowledge the new relational ties that were established between our project team, and the many teachers and curriculum leaders in schools and across the two communities of learning that we worked in. The design of our project was co-constructed with many of them, and we greatly value their commitment to and energy for the work! We have enormous respect for their receptiveness to new ways of thinking about their leadership practice, and their efforts to foreground the relational space in support of curriculum realisation.