Key actors leading knowledge brokerage for sustainable school improvement with PLCs: Who brokers what?

S.N. van den Boom-Muilenburg; C.L. Poortman; A.J. Daly; K. Schildkamp; S. de Vries; J. Rodway; K. van Veen

doi:10.1016/j.tate.2021.103577

Key actors leading knowledge brokerage for sustainable school improvement with PLCs: Who brokers what?

S.N. van den Boom-Muilenburg^*, C.L. Poortman, A.J. Daly, K. Schildkamp, S. de Vries, J. Rodway, K. van Veen

^*Corresponding author for this work

ELAN Teacher Development

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activities, what characteristics of key actors were important for knowledge brokerage, and how key actors fit different profiles. These insights can help schools improve their knowledge brokerage as they work towards sustainable school improvement.

Original language	English
Article number	103577
Journal	Teaching and teacher education
Volume	110
Early online date	25 Nov 2021
DOIs	https://doi.org/10.1016/j.tate.2021.103577
Publication status	Published - 1 Feb 2022

Keywords

Distributed leadership
Key actor
Knowledge brokerage
Mixed methods
Professional learning communities
Sustainable school improvement
UT-Hybrid-D

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title = "Key actors leading knowledge brokerage for sustainable school improvement with PLCs: Who brokers what?",

abstract = "This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activities, what characteristics of key actors were important for knowledge brokerage, and how key actors fit different profiles. These insights can help schools improve their knowledge brokerage as they work towards sustainable school improvement.",

keywords = "Distributed leadership, Key actor, Knowledge brokerage, Mixed methods, Professional learning communities, Sustainable school improvement, UT-Hybrid-D",

author = "{van den Boom-Muilenburg}, S.N. and C.L. Poortman and A.J. Daly and K. Schildkamp and {de Vries}, S. and J. Rodway and {van Veen}, K.",

note = "Funding Information: This work was supported by the Netherlands Initiative for Education Research (NRO) under Grant 2019/NRO/00767065 . We would like to thank all school who participated in this study. Publisher Copyright: {\textcopyright} 2021 The Authors",

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doi = "10.1016/j.tate.2021.103577",

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AU - van den Boom-Muilenburg, S.N.

AU - Poortman, C.L.

AU - Daly, A.J.

AU - Schildkamp, K.

AU - de Vries, S.

AU - Rodway, J.

AU - van Veen, K.

N1 - Funding Information: This work was supported by the Netherlands Initiative for Education Research (NRO) under Grant 2019/NRO/00767065 . We would like to thank all school who participated in this study. Publisher Copyright: © 2021 The Authors

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N2 - This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activities, what characteristics of key actors were important for knowledge brokerage, and how key actors fit different profiles. These insights can help schools improve their knowledge brokerage as they work towards sustainable school improvement.

AB - This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activities, what characteristics of key actors were important for knowledge brokerage, and how key actors fit different profiles. These insights can help schools improve their knowledge brokerage as they work towards sustainable school improvement.

KW - Distributed leadership

KW - Key actor

KW - Knowledge brokerage

KW - Mixed methods

KW - Professional learning communities

KW - Sustainable school improvement

KW - UT-Hybrid-D

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Key actors leading knowledge brokerage for sustainable school improvement with PLCs: Who brokers what?

Abstract

Keywords

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