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.
If the inline PDF is not rendering correctly, you can download the PDF file here.
Ball S.J. (2008). New Philanthropy new Networks and new Governance in Education Political Studies vol. 56 747-765
Barabarsi A.L. (2004). Link la scienza delle reti. Torino: Einaudi
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.
Biesta G. (2016) Improving education through research? From effectiveness causality and technology to purpose complexity and culture. Policy Futures in Education 14(2) 194-210
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.
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.
Brown J. S. & Duguid P. (2001). Knowledge and organization: A social-practice perspective. Organization Science 12(2) 198-213.
Cerini G. (Ed.) (2015). Dirigenti scolastici di nuova generazione Santarcangelo di Romagna Maggioli Editore.
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.
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.
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.
Gay L. Mills G. Airasian P. (2006). Educational research: Competencies for analysis and application. New York: Prentice Hall.
Gee J. P. (2004). Situated Language and Learning: A Critique of Traditional Schooling. New York: Routledge
Granovetter M. (1998). La forza dei legami deboli Napoli Liguori.
Hargreaves A. & Fink D. (2006). Sustainable leadership. London: Wiley & Son.
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.
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.
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.
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.
Lave J. & Wenger E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
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.
Marzano R.J. Waters T. Mc Nulty B.A. (2005). School leadership that works: from research to results. USA: ASCD Publications
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: 978-88-7702-398-8
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.
Romano G. & Trentin G. (2008) Valutare gli effetti dell’apprendimento informale prodotto nelle comunità professionali online. Tecnologie Didattice. 44(2) 57-61.
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.
Wenger E. (1998). Communities of practice: Learning meaning and identity. New York: Cambridge University Press.