Widening Opportunities? A Case Study of School-to-School Collaboration in a Rural District

Muijs, Daniel; Ainscow, Mel; Chapman, Chris; West, Mel

doi:10.1007/978-94-007-0283-7_9

Cited by 14 publications

(25 citation statements)

References 7 publications

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“…Forming groups that share, challenge and jointly problem-solve (in this case clusters) combined with the use of evidence from student achievement are two key tools used in efforts to improve schools around the world (Chapman and Allen 2006;Gardener and Borgemenke 2007;Harris and Jones 2010;Muijs 2008). Grouping schools together is often used in rural areas to make professional development more efficient and to provide support structures for small schools (Gardener and Borgemenke 2007;Muijs 2008).…”

Section: Discussionmentioning

confidence: 98%

“…The literature on using clustering of schools as a mechanism for schooling improvement shows promising results for teachers (Borko 2004;Harris and Jones 2010;Little 2002), but does not demonstrate clear effects on student achievement (Ainscow et al 2006;Annan 2009;Muijs 2008). Authors have considered the conditions under which effective collaboration occurs.…”

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confidence: 97%

“…Cobb et al (2003) use this framework to examine how communities at District, school leader and teacher level influence mathematics learning and teaching. These are 'naturally occurring' professional communities, but the results of such studies have been extended to the deliberate formation of professional learning communities across school boundaries as a mechanism for schooling improvement (Chapman and Allen 2006;Gardener and Borgemenke 2007;Harris and Jones 2010;Muijs 2008). These groups are referred to with different terms -clusters, federations, learning circles -but are in essence "…groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise by interacting on an ongoing basis" (Wenger et al 2002, p. 4).…”

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confidence: 98%

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Working collaboratively to improve the learning and teaching of mathematics in a rural New Zealand community

Ell

Meissel

2011

Math Ed Res J

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This paper examines how a teacher-led cluster of rural schools used evidence of student achievement to improve the quality of learning opportunities for students in mathematics. The teachers began to collect evidence in order to promote constructive dialogue and stimulate action. An inquiry cycle provided feedback to schools through the cluster members. The students' results show that in two terms most of the five schools were able to accelerate progress in basic facts and place value. When the teachers' written intentions are considered alongside these results it appears that emphasising the broader mathematical context of these basics may have been more effective than practising them in isolation.Seven schools in a rural community in New Zealand undertook a collaboration to improve mathematics achievement in their community. In order to understand the nature of this collaboration and its effects on learning, this paper begins by considering literature on professional learning communities. This is followed by a description of the schools' context and the emergence of the collaborative project.Professional learning communities as a way to improve mathematics teaching and learningThe 'professional learning community ' (Wenger et al. 2002, p. 4) is an important idea that has its origins in the notions of distributed cognition and communities of

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Section: Discussionmentioning

confidence: 98%

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confidence: 97%

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confidence: 98%

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Working collaboratively to improve the learning and teaching of mathematics in a rural New Zealand community

Ell

Meissel

2011

Math Ed Res J

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“…De forma activa, ya sea como responsabilidad social cotidiana, o a través de prácticas y proyectos específi co, generan alto impacto en la sociedad, en los que alumnos, profesores, padres y personal de servicio están involucrados, además del desarrollo académico, profesional y personal orientado al servicio (Van Velsor y Orozco, 2007;Boyd y Crowson, 2001;Epstein y Sanders, 2005;Hands, 2005;Mawhinney, 2002;Muijs, 2008;Portes, 2000;Sanders M. , 2001;Strike, 1999;Strike, 2002;Strike, 2003;Molina, 2013).…”

Section: La Rsc De Las Instituciones Educativasunclassified

“…El sujeto de ReSEd, de acuerdo a lo manifestado en la defi nición, mantiene una actividad propia o relacionada (receptividad/ reactividad) con el objeto, siendo sus características esenciales desde este punto de vista el de ser por un lado un agente o actor de responsabilidad social y por el otro el realizador de actos, acciones y actividades socialmente responsables, que en el caso de la educación podría clasifi carse de la siguiente forma: La ReSEd cuenta con múltiples sujetos, fundamentalmente la familia, el centro educativo, las organizaciones de ocio y negocio, y el Estado (Bryan, 2005;Sheldon, 2003;Huss, Bryant, y Mulet, 2008;Minke y Anderson, 2005;Sanders, 2008;García Ruiz y Sánchez Barea, 2013) cada uno de acuerdo a sus recursos y niveles de responsabilidad, deberán estar comprometidos en dar respuesta al objeto, cuyo benefi ciario será la persona, la comunidad y el entorno social y natural. En los últimos años se han multiplicado los estudios que buscan relaciones constructivas entre los sujetos de la ReSEd (Van Velsor y Orozco, 2007;Boyd y Crowson, 2001;Epstein y Sanders, 1998;Hands, 2005;Mawhinney, 2002;Muijs, 2008;Portes, 2000;Sanders, 2001;Strike, 1999;Strike, 2002;Epstein, Galindo y Sheldon 2011;Tate, 2012) Al referirnos a habitar no lo hacemos como recurso literario, sino considerándo-lo como el concepto más apropiado para explicar la situación estable y sostenible en que debe vivirse la ReSEd. La Responsabilidad Social no es un accesorio, una estrategia de márketing o una acción extraordinaria de benefi cencia.…”

Section: Análisis De La Relación Sujeto Y Objeto De La Resedunclassified

Corporate Social Responsibility in Educational Institutions

Domínguez

2014

Estudios sobre Educación

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Resumen: El concepto de Responsabilidad Social Corporativa (RSC) surge como una forma de hacer de las organizaciones dedicadas a los negocios con repercusión en la forma de ser de las personas implicadas en esas operaciones (stakeholders o grupos de interés). Desde diversos organismos internacionales se propone hacer extensible esta perspectiva a todo tipo de organizaciones entre las que se encuentran las instituciones educativas. El trasplante de la noción a las instituciones educativas requiere una aclaración conceptual previa y una adecuada transmisión, teniendo en cuenta la fuerte inercia en la trasmisión de valores sociales propia de estas organizaciones. En este artí-culo aportamos nuestra defi nición de Responsabilidad Social Educativa, diferenciándola de conceptos semejantes y que podría llevar a equívocos y ofrecemos sugerencias con las que hacer una adecuada comunicación institucional para que las instituciones educativas adopten con mayor intencionalidad y efi ciencia esta forma de ser.Palabras: responsabilidad social educativa; organización escolar; dirección estratégica; escuela-familiacomunidad.Abstract: The concept of Corporate Social Responsibility (CSR) emerges as a specifi c business organization's work life that enhances the stakeholders and interest groups lifestyles. Various international organizations aim at promoting this dimension to all types of institutions including educational organizations. In this context, a conceptual clarifi cation and communication is needed because of the strong inertia in the transmission of social values in academic institutions. In this paper, we propose a defi nition of Education Social Responsibility, covering aspects on how to establish measures to ensure effective educational institutional communication, allowing them to adopt this dimension more effi ciently.

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School‐to‐school collaboration in England: A configurative review of the empirical evidence

Armstrong

Brown

Chapman

2020

Review of Education

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In recent years school‐to‐school collaboration in the English context has been promoted by a myriad of policy initiatives. Many of these initiatives have been directed at structural reforms seeking to facilitate a 'self‐improving system' in which schools support one another to raise standards of teaching and learning and address educational inequality. Yet, at the same time, the English school system remains a deeply marketised and competitive arena while there are debates concerning the extent to which collaboration between schools can meaningfully facilitate educational improvement and equity. Taking these issues as a starting point, this paper reports on findings from a configurative review of the empirical evidence on school‐to‐school collaboration in England. Drawing on 46 peer‐reviewed empirical studies from 2000 onwards, the paper provides insight into the reasons why schools enter into collaborative arrangements and the conditions and factors that can facilitate and hinder such activity, as well as the possible benefits that can result from collaboration between schools. A number of weaknesses within the field are also identified. For example, there is a need for more conceptual and terminological clarity and a stronger theoretical basis for research in this area. We also argue that the field is deficient in respect of critical perspective and interpretation (of collaborative practice). Furthermore, research into school‐to‐school collaboration is lagging behind policy and practice, presenting a formidable challenge for a system increasingly underpinned by an expectation that schools will work in partnership with one another.

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Widening Opportunities? A Case Study of School-to-School Collaboration in a Rural District

Cited by 14 publications

References 7 publications

Working collaboratively to improve the learning and teaching of mathematics in a rural New Zealand community

Working collaboratively to improve the learning and teaching of mathematics in a rural New Zealand community

Corporate Social Responsibility in Educational Institutions

School‐to‐school collaboration in England: A configurative review of the empirical evidence

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