Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
3 references
-
- Vol 6 RE: Chapters 7, 9, 10, 11, 12, 14, App D
professional learning networkscollaborative inquiryteacher design teamsknowledge mobilisationnetwork leadershipboundary crossingnetwork sustainabilityBook Evidence summaryAt a glance
Brown and Poortman's edited volume examines professional learning networks as structures for teacher development and school and system improvement.
Key ideas
International cases include research-learning networks, teacher design teams, data teams, lesson study, communities of pedagogical inquiry, interschool networks, and system-wide educational landscapes. Across these forms, productive networks do more than connect people: they create purposeful inquiry, generate and circulate knowledge, give participants agency, and link collaboration to changes in practice. The chapters also address leadership, evidence use, relationships, boundary crossing, impact, and long-term sustainability. Networks can fail when participation is superficial, purposes are unclear, knowledge remains local, or support disappears.
Why it matters
For educators and system leaders, the collection recommends establishing a shared improvement focus, creating routines for disciplined collaborative inquiry, attending to trust and facilitation, and evaluating whether network activity changes professional knowledge, classroom practice, and learner outcomes.
View or buy the cited work >>Read a similar article free online >>
-
- Vol 6 RE: Chapters 9, 10, 11, 14, App A, App D, App E
research-practice partnershipseducational improvementdesign-research partnershipsnetworked improvement communitiesmutualismcollaborative inquirypartnership governanceevidence-informed practiceReport Evidence summaryAt a glance
Coburn, Penuel, and Geil define research–practice partnerships as long-term collaborations organised around persistent problems of educational practice and committed to producing knowledge that informs improvement.
Key ideas
Drawing on district partnerships, they distinguish research alliances, design-research partnerships, and networked improvement communities while noting shared features such as mutualism, sustained interaction, and intentionally organised work. The report examines challenges involving trust, authority, differing timelines and incentives, staff turnover, data access, funding, and the negotiation of useful questions. Productive partnerships do not simply transfer findings from researchers to practitioners; participants jointly frame problems, interpret evidence, and develop capacity on both sides.
Why it matters
For districts and researchers, the paper recommends establishing governance and communication routines, clarifying roles, investing in relationships, protecting continuity, and judging success through both rigorous knowledge and practical contribution.
-
- Vol 6 RE: Chapters 7, 10, App D, App E
inquiry as stancepractitioner researchcollaborative inquiryteacher knowledgecritical scholarshipeducational equityinstitutional changepublic knowledgeBook Evidence summaryAt a glance
Cochran-Smith and Lytle present inquiry as stance not as a temporary project or classroom technique but as a persistent orientation toward teaching, knowledge, and educational change.
Key ideas
Practitioner researchers pose questions arising from local work, collect and interpret evidence, engage critically with formal research, and make their learning public within communities. Inquiry joins professional learning with efforts to examine inequity, institutional arrangements, curriculum, and the purposes of schooling. The book combines theoretical essays, cases of practitioner research, and practitioners’ voices to show inquiry across classrooms, schools, teacher education, and networks. It resists the assumption that university researchers produce knowledge while teachers merely implement it.
Why it matters
For educators and leaders, the approach supports providing time and structures for collaborative investigation, treating uncertainty as generative, connecting local questions with wider scholarship and communities, and using inquiry to transform both practice and the conditions surrounding it.
View or buy the cited work >>Read a similar article free online >>
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway