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

Yancovic, Mauricio Pino; González, Álvaro Fernández; Figueroa, Luis Ahumada; Chapman, C. Richard

doi:10.1108/9781787697355

Cited by 9 publications

(11 citation statements)

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“…Whereas managerialism has been part and parcel of Chile's educational sector over the last 40 years, NEP's introduction of networking represents a break from the past where schools competed over students in a highly marketized system. In the past, networks only functioned as part of a hierarchical structure where their use was to communicate ministerial policies from the top down (Pino-Yancovic et al, 2020). This legacy is to some extent still present in the NEP as the SLEs are not building on local forms of collaboration or bottom-up initiatives but are mandating the formation of networks from the top down.…”

Section: Networking As a Coordination Mechanismmentioning

confidence: 99%

Trust, Accountability and Capacity in Education System Reform

Ehren

Baxter

2020

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This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building blocks of education systems and education system reform. In exploring how these three factors relate to student learning outcomes across different international contexts, this book provides a powerful framework for a more equal system.Drawing upon research and case studies from scholars, policymakers and experts from international agencies across five continents, this book shows how trust, capacity and accountability interact in ways and with consequences that vary among countries, pointing readers towards understanding potential leverage points for system change.Trust, Accountability and Capacity in Education System Reform illuminates how these three concepts are embedded in an institutional context temporally, socially and institutionally and offers an analysis that will be of use to researchers, policymakers and agencies working in comparative education and towards education system reform. CONTENTS vii x1 Trust, accountability and capacity: Three building blocks of education system reform 1

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Section: Networking As a Coordination Mechanismmentioning

confidence: 99%

Trust, Accountability and Capacity in Education System Reform

Ehren

Baxter

2020

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“…Además, las escuelas tienden a ser más efectivas cuando establecen redes con otros centros, pues logran que sus comunidades educativas sean más críticas, activas e innovadoras, lo cual afecta positivamente el aprendizaje y promueve la inclusión escolar (Liou y Daly, 2020;Longas et al, 2020;Pino Yancovic et al, 2019;Romero, 2021), la inclusión social (Aravena et al, 2020;Liou y Daly, 2020;Romero, 2021) y la práctica educativa democrática (Rincón, 2020). Parrilla y colaboradores (2018) encontraron que el trabajo en redes escolares es más productivo, pues moviliza las influencias sociales de las escuelas, permite la identificación de problemas compartidos y avanza hacia la búsqueda y desarrollo de soluciones innovadoras.…”

Section: Liderazgo Y Redes Sociales En Las Organizaciones Escolaresunclassified

“…En Chile, se ha analizado el liderazgo educativo en general (Aravena y Madrid, 2021;Aravena et al, 2020;Castillo y Hallinger, 2018;Pino Yancovic et al, 2019;Queupil, 2016;Rojas y Carrasco, 2021;Weinstein et al, 2018Weinstein et al, , 2021 y el liderazgo distribuido en particular (Ahumada et al, 2019;Galdames Calderón, 2020;Gallegos Araya y López Alfaro, 2019;. Los resultados indican que el liderazgo distribuido produce mejoras escolares.…”

Section: Introductionunclassified

Distribución del Liderazgo y Éxito Escolar: Análisis de Redes Sociales en Escuelas Chilenas

Villablanca¹,

López-Yáñez²

2022

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El liderazgo escolar es considerado un factor clave para la mejora escolar. Requiere movilizar a todos los miembros de la organización para involucrarlos y comprometerlos con el logro de sus objetivos. Este artículo persigue analizar la configuración del liderazgo escolar y la red de relaciones sociales predominantes en cinco centros educativos chilenos exitosos social y académicamente. Se administró un cuestionario de 9 ítems organizado en dos secciones, el perfil profesional de los informantes e información sobre las redes sociales en enseñanza, gestión, convivencia y asuntos personales. A partir de la información de las redes y la posición de los actores, se identificaron los patrones de liderazgo característicos de estos centros. Los datos fueron analizados mediante un enfoque mixto en dos fases. En la primera, las matrices de datos relacionales fueron examinadas mediante el análisis de redes sociales; en la segunda, los datos de entrevistas semiestructuradas, grupos focales y seguimiento a los directores se analizaron cualitativamente con el programa Atlas.ti. Los resultados indican las redes tienden en general hacia patrones de liderazgo focalizado, una baja densidad de relaciones y una centralización de las redes relativamente alta. Estos resultados aumentan la controversia predominante en la literatura especializada sobre el papel del liderazgo en el éxito escolar.

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“…Reports of methods for collaboration tend to focus on broad-brush issues such as leadership (Hopkins and Higham, 2007), relations between partners and governance (Chapman et al, 2009), pedagogy (Stoll, 2015) and establishment of school improvement networks (Yancovic et al, 2020). These approaches were different and usually on a longer timescale than the focussed, time-limited and potentially replicable programme of workshops that EducAid was being asked to provide.…”

Section: Jpcc 62mentioning

confidence: 99%

“…Research on CPDL that includes development of PLNs tends to anticipate that improvements in students' attendance and attainments will result from the mutual learning process inherent in a PLN (Brown and Flood, 2019). For example, in commenting on the impact of school improvement networks in Chile, Yancovic et al (2020) note that because data were based only on "the first and second year of implementation, there is no clear evidence of the impact" (on students' learning) (p. 106). In other words, teachers' learning in a school improvement network was assumed to precede any improvement in students' performance.…”

Section: Implications For Research and Practicementioning

confidence: 99%

Knowledge mobilisation in sub-Saharan Africa: an impact evaluation of CPDL in improving primary school children’s performance

Mason

Galloway

2021

JPCC

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PurposeA non-governmental organisation (NGO) with schools in Sierra Leone prioritises admission of the most disadvantaged children but nevertheless achieves high educational and social standards. These schools were asked to provide continuing professional development and learning (CPDL) for other schools. This paper aims to report the design, development and delivery of CPDL which aimed to mobilise effective practices more widely. It also reports the design and results of an impact evaluation.Design/methodology/approachIt was recognised that CPDL delivered by foreigners would be (1) unaffordable in this impoverished West African country and (2) culturally inappropriate. It was therefore delivered by local teachers from the NGO's own schools. Most had obtained no formal teaching qualification. They were trained to collect data using a quasi-experimental design for an impact evaluation of children's attendance and literacy. A total of five schools participated in the CPDL, with ten control schools.FindingsA largely unqualified team succeeded in mobilising knowledge in the experimental schools. Children's attendance in experimental schools improved over that in control schools. Performance in literacy also improved significantly and was maintained at follow-up.Research limitations/implicationsFindings of the impact evaluation are seen as indicative rather than causal because a quasi-experimental study was conducted rather than a randomised controlled trial.Originality/valueThis lies in (1) teachers in schools with a severely disadvantaged intake providing a structured programme of CPDL for teachers in other schools; (2) school improvement through knowledge mobilisation in CPDL; (3) an impact evaluation with a quasi-experimental design showing improvement in children's performance.

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

Cited by 9 publications

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Trust, Accountability and Capacity in Education System Reform

Trust, Accountability and Capacity in Education System Reform

Distribución del Liderazgo y Éxito Escolar: Análisis de Redes Sociales en Escuelas Chilenas

Knowledge mobilisation in sub-Saharan Africa: an impact evaluation of CPDL in improving primary school children’s performance

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