Year: 2026
Type: erratum
Abstract: This paper draws on evidence and insights from attempts to build Networked Learning Systems (NLS) over a seven-year period in Scotland and Chile.The paper examines how both systems seek to leverage the middle tier and illuminate the possibilities and pitfalls associated with initiating and sustaining school-to-school improvement networks in diverse international cultural and policy contexts.Drawing on socio-cultural theory (Douglas in In the active voice, Routledge & Kegan Paul, 1982), which is applied to public service organisations (Hood in The art of the state: culture, rhetoric, and public management, Clarendon Press, 1998) and research and developmental activity associated with Research Practice-Partnerships (Farrell et al. in Research practice partnerships in education: The state of the field, William T. Grant Foundation, 2021) the paper analyses, compares, and contrast these contexts and their developments in relation to cultural change and NLSs.The Scottish approach to education,
Source: Journal of Educational Change
Institutions: University of Glasgow, University of Chile
Language: English
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,590
OpenAlex ID: W7140173952
Cites:
Cited by:
Related to: