Index

Citation

(2022), "Index", Armstrong, P.W. and Brown, C. (Ed.) School-to-School Collaboration: Learning Across International Contexts, Emerald Publishing Limited, Leeds, pp. 245-251. https://doi.org/10.1108/978-1-80043-668-820221015

Publisher

:

Emerald Publishing Limited

Copyright © 2022 Paul Wilfred Armstrong and Chris Brown

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INDEX

Note: Page numbers followed by “n” indicate notes.

Accelerated Education Programme (see Accelerated learning programme)

Accelerated learning programme

, 126–127

Accountability

, 19–20

Across schoolteachers (ASTs)

, 12, 15–16, 21

Agency

, 151

Assemblage

, 151

Associate principals (APs)

, 21–22

Attainment Advisors, 36n1

Autonomous Community of Catalonia

, 169

Barcelona Education Consortium

, 169, 174

Bottom-up autonomy

, 74

Butler Act (1944)

, 141

Canada

, 44

Catalan Education Law (LEC)

, 169

Catholic Church

, 138–140, 142

Centre for Education Development (CED)

, 112

Chengdu Province, constructing education groups in

, 66–71

Child centre

, 92

Child Centre A

, 96–97

Child Centre B

, 97–98

Child Centre Integration Model (CCIM)

, 92, 98–100

Childcare services

, 92

Chilean education system

, 80

CIN

, 81–82

enhancing trust in school improvement network

, 83–85

Research Teams

, 85–86

Chilean Ministry of Education (MINEDUC)

, 83

China, education groups in

, 62–63

Churches

, 138

City Primary Heads Group (CPHG)

, 217

City TSA

, 214

Clear policy guidelines, lack of

, 130–131

Co-dependent leadership roles and structures

, 20–23

Coherence TSA

, 216–217, 219

Cohesion/regulation matrix

, 2–4, 18

in Kenyan School System

, 124–127

structure and management of German school system

, 191–193

Cohesive leadership system

, 31

Collaboration, 12, 22, 31–32, 80, 99, 150 (see also Interprofessional collaboration (IPC))

enablers and barriers to school-to-school collaboration

, 18–23

experienced way of New Zealand CoLs

, 13

extent of school-to-school collaboration

, 16–18

frameworks for

, 158

key lessons for practice and policy

, 23

in Ontario education system

, 45–48

shifting classifications of school to school collaboration

, 14–16

shifting towards

, 143–146

Collaboration network

, 155

background and characteristics of

, 155–158

Collaborative Action Research (CAR)

, 33

approach

, 34

Collaborative activity

, 1

Collaborative cultures

, 151–152

Collaborative enquiry

, 33

Collaborative inquiry

, 150

Collaborative inquiry networks (CIN)

, 81

path for learning during critical challenges

, 81–82

Collaborative practices

, 12

Collaborative Professionalism

, 46

Collective agency

, 153

Collective efficacy

, 153, 155

Collegiality

, 152

Communities of Learning (CoL)

, 12–13, 18

activity

, 16

coupling

, 14–15

leaders

, 19–20

roles

, 17

Comparative analysis

, 144

Competence-based curriculum

, 125, 127–128

Competition

, 129

Competition

, 80

Competitive activity

, 21

Concordat approach

, 29

Conflict

, 21

Consistency

, 128

Contextualization

, 19

Continuous Professional Development (CPD)

, 219

Contrived collegiality

, 151–152

Cooperation

, 152

networks

, 194

Coordination

, 99

Cornering

, 18

Council for Catholic Maintained Schools (CCMS)

, 142

Council of Ontario Directors of Education (CODE)

, 46

Creativity

, 128

Cross-group collaboration

, 156

Cultural bias

, 18

Cultural theory framework

, 17

Curriculum for Excellence (CfE)

, 31–32

Decentralization

, 108

Deputy principals (DPs)

, 21–22

Development networks

, 194

Devolved School Management (DSM)

, 30

Diagnosticography

, 84

DigiSchulNet project

, 195–197

Distributed leadership

, 31–32

Divergence

, 18

Divided schools

, 138

Durham Catholic District School Board (DCDSB), 48n2

Dutch Educational and Childcare System

, 92–94

Dutch national level Inspectorate of Education

, 94

Early childhood education (ECE)

, 92

Eastern City, TSAs in

, 214–219

Education (see also Shared education)

markets

, 141–142

in Northern Ireland

, 140

policy

, 111, 124

system

, 139

Education Act (1947)

, 141

Education Act (1989)

, 14

Education Authority

, 145

Education group

, 62

barriers to construction

, 71–72

in China

, 62–63

constructing education groups in Chengdu Province

, 66–71

review of policies on construction

, 63–65

students in school B by household registration

, 69

teaching skills competition

, 68

Education in Motion (EiM)

, 155

Education Quality Accountability Office (EQAO)

, 45

Education Review Office (ERO)

, 15

Educational improvement

, 1

Educational leadership

, 171

Educational policy reforms

, 2

Educational subsidy distributions

, 110

Educational transformation

, 170

Equity and inclusion

, 1

Erasmus+ mobility-based programmes

, 114–115

eTwinning

, 114–115

Evidence

, 80

Evidence-Based Education (EBE)

, 156

Exchange networks

, 194

Exclusive alliances

, 212

Executive Office

, 144

Executive Principals

, 12

‘Fatalist’ approach

, 109–112

Federal Ministry of Education and Research (BMBF)

, 197

General Education Reform Model

, 146

German governance model

, 193

German school system

, 190

structure and management

, 191–193

Germany

, 190

classification of school networks

, 193–194, 201–202

examples

, 197

key lessons for policy

, 202

networks, management and leadership

, 199–201

impact of networks and conditions for success

, 195–197

PeSs

, 197–199

structure and management of German School System

, 191–193

Governance

, 210

Greater Essex County District School Board (GECDSB), 48n2

Grid group theory

, 35

Hierarchical alliances

, 212

Hierarchist system

, 138–141

Hierarchy

, 211

High-performing schools

, 62, 64

‘High-performing Schools Go West Project’

, 65

Hood’s matrix

, 151–152, 161

Hood’s seven reverse-effect mechanisms

, 22

Human Capital Operational Programme

, 112

Impactful school-to-school collaboration

, 27

Incentivizing process

, 19, 21

Initial teacher training (ITT)

, 211

International collaborations

, 44

International school partnerships

, 114

International school-to-school collaboration

case study in

, 155

network

, 151

Internationally Networked Professional Learning Communities (ILNPLC)

, 44

Interprofessional collaboration (IPC)

, 92

changes in children’s (school) day

, 95

Dutch Educational and Childcare System

, 92–94

increased numbers of children at risk in complex societies

, 94–95

key lessons for practice and policy

, 104

perceived barriers to engaging in

, 100–102

scarcity of professionals and shrinking rural regions

, 95–98

trend towards IPC in Netherlands

, 94–98

understanding differences in

, 98–100

Investing for Educational Success (IES)

, 12

initiative

, 15, 20

Irish Free State

, 138

Irish government

, 139

Irish Republican Army (IRA)

, 139

Join-the-dots approach

, 22

K-12 education

, 44

Kāhui Ako

, 12–13

Kenya Basic Education Act

, 124

Kenyan education system

, 124

cohesion/regulation matrix in Kenyan School System

, 124–127

enablers of school-to-school collaboration

, 127–131

key lessons for practice and policy

, 131

Kenyan school governance model

, 124

KMK

, 191

Knowledge mobilization

, 55

Language and Social Cohesion (LIC)

, 174

Leadership

, 31, 128–129, 211

Leading Student Achievement initiative (LSA initiative)

, 47

Learning ecosystems

, 170–172

Local authorities (LAs)

, 33, 36, 210

culture

, 35

Loosely coupled model

, 62–63, 66

Low-performing schools

, 62

Marketized alliances

, 212

Markets

, 211

MAT, 218n6

Math Councils

, 56–57

Maths Hubs

, 219–220

Meta-governance

, 212

Minban education (people-run education)

, 63

Ministerial Advisory Group

, 144

Ministry of Education

, 46

Ministry of Education, Culture and Science

, 94

Ministry of Social Affairs and Employment

, 92

Monsignor John Pereyma Catholic Secondary School in Oshawa

, 49

Mood–meter

, 84

Multi-academy trusts (MATs)

, 210

National Centre for Excellence in the Teaching of Mathematics (NCETM), 219n8

National Party

, 13

National Policy

, 28

National Schools system

, 139

Netherlands

, 92

trend towards IPC in

, 94–98

Network (s)

, 153, 210–211

initiators

, 197

of Innovative Schools in Germany programme

, 190

Network for shared school improvement (NSSI)

, 145

Network for Social and Educational Equity (NSEE)

, 34–37

Network learning system (NLS)

, 85–86

Networking

, 80

in Chile

, 81

initiatives

, 80

‘Networks for Change’ programme

, 168

assessment

, 168–170

key lessons

, 182–185

learning ecosystems

, 170–172

methods

, 172

professional learning network to network of action and educational change in schools

, 181–182

school networks to co-responsible ecosystems for educational change

, 175–178

teachers of schools participating in programme

, 173–174

team of facilitators of programme

, 174

teams of school leaders

, 172–173

weaving connections between teachers beyond territorial networks

, 179–180

New Public Management (NPM)

, 14

New Zealand

case

, 13

collaborative school system

, 12

education system

, 18

Labour Government

, 14

schools

, 16, 23

self-managing school system

, 18

New Zealand Educational Institute (NZEI)

, 15

Next practice concept

, 145

Non-governmental organizations (NGOs)

, 111

Non-hierarchical decision-making

, 21

North Rhine–Westphalian State Institute for the Quality and Support of Schools (QUA-LiS)

, 199

Northern Ireland

, 138–140

education in

, 140

equivalent of 1988 Education Act in England

, 141–142

legislation

, 142

Troubles

, 141, 143

Norway–Canada collaboration (NORCAN collaboration)

, 44, 48

collaboration in Ontario education system

, 45–48

collaborative structures, processes, relationships, and trust

, 49–51

design

, 48–49

key lessons for policy and practice

, 57–58

Ontario education system

, 44–45

professional learning and agency

, 53–55

sharing knowledge and de-privatizing practices

, 55–57

student voice, agency, and leadership

, 51–53

One-unit model

, 62, 66

Ontario

, 44, 48

Ontario Certified Teacher (OCT)

, 45

Ontario education system

, 44–45

collaboration in

, 45–48

Ontario Ministry of Education

, 44

Ontario Secondary School Literacy Test (OSSLT)

, 45

Ontario Teachers’ Federation (OTF)

, 47

Organisation for Economic Co-operation and Development (OECD)

, 12

Out-of-school care (OSC)

, 92, 97

Overview effect

, 50, 56

Partnership

, 210, 212

working

, 32–36

Pedagogical Resources Centers (CRP)

, 174

Poland

, 108

barriers

, 115–117

education system

, 109–112

key lessons for practice and policy

, 117–119

post-1989 education policy

, 116

SSC in

, 108, 112–115

Policy

, 141

consensus

, 31

coordination

, 71

Polish education system

, 109, 111

Post-pandemic recovery

, 1

Post-socialist transformations

, 108

Potenziale Entwickeln–Schulen Stärken (PeSs)

, 197–199

Preservice teachers

, 86

Primary education

, 94, 191

Private international school-to-school collaboration

, 150

Professional development programme (PD programme)

, 81, 83–84

Professional jealousy

, 21

Professional learning

, 31–32, 44

network to network of action and educational change in schools

, 181–182

Professional learning communities (PLCs)

, 12, 158

Professional networks

, 168

Programme for International Student Assessment test (PISA test)

, 12

Progressive curriculum

, 127–128

Provincial Knowledge Exchange (PKE)

, 47–48

Psychopedagogical Guidance Team (EAP)

, 177

Public systems

, 15

Pupil Equity Fund (PEF)

, 30

Pupil:teacher ratio

, 130

Reflexivity

, 163–164

Regional MAT TSA

, 214, 218–219

Regulation

, 2–3, 28

Relational trust

, 150

Research

, 81

Research Teams

, 85–86

Robert Owen Centre (ROC)

, 28, 32–33, 36

School collaboration

, 62

in Ontario

, 47

School development

, 190

School governance

, 30

School improvement

, 150

background and characteristics of collaboration network

, 155–158

beliefs and enabling and hindering factors

, 158–160

case study in international school-to-school collaboration

, 155

case study methodology

, 153–154

frameworks for collaboration

, 158

key lessons for practice and policy

, 161–163

reflexivity

, 163–164

relationship continuum

, 160–161

teacher principles of collaboration

, 154–155

School improvement networks (SIN)

, 83

School Improvement Partnership Programme (SIPP)

, 33–35

School leadership

, 190

School networks

, 190

classification

, 193–194

to co-responsible ecosystems for educational change

, 175–178

in Germany

, 201–202

School partnerships

, 145, 210–211

School principals

, 12

School systems

, 2

School-to-school ‘partnership’ approach

, 150

School-to-school collaboration (SSC)

, 1, 44, 108, 210

barriers to

, 18–23

enablers

, 18–23, 127–131

extent of

, 16–18

in Poland

, 108, 112–115

polish experiences

, 108

shifting classifications

, 14–16

Schoolteachers

, 86

Scotland

lessons learned

, 37–38

partnership working

, 32–36

policy

, 29–32

school-to-school collaboration in

, 27

sociocultural perspectives on public service reform

, 28

Scotland Act (1998)

, 29

Scottish education

, 29

Scottish system

, 29

Self-governance

, 30

Self-governing school

, 29

Self-improving school-led school system (SISS)

, 210

trajectories for teaching schools in

, 210–213

Shared education

, 137–138

churches and divided schools

, 138

education markets

, 141–142

hierarchist system

, 138–141

key lessons for practice and policy

, 147

shifting towards collaboration

, 143–146

Shared management mechanism

, 67

Social capital

, 175

Social cohesion

, 2, 28

matrix

, 92

Social regulation

, 28

Social regulation/cohesion matrix

, 13–14, 45

Special (educational) needs (SEN)

, 97, 104

Standing Advisory Commission for Human Rights (SACHR)

, 142

Student voice

, 51–53

SUCCESS TSA

, 213–216

Sustainability

, 17

Symposiums

, 125–126

Teacher Agency (2015)

, 151–152

Teacher Learning and Leadership Programme (TLLP)

, 47–48

Teachers

, 81

collaboration

, 151

educators

, 86

isolation

, 86

principles of collaboration

, 154–155

Teaching School Alliances (TSAs)

, 210

in Eastern City

, 214–219

existing networks

, 213

mandated collaboration as source of tension between

, 219–220

trajectories for teaching schools in SISS

, 210–213

Teaching Schools

, 211

government-funded evaluation

, 212

Teaching Scotland’s Future (TSF)

, 31

Tecumseh Vista Academy in Windsor

, 49

Top-down initiative

, 63, 65–66, 63

Transfer networks

, 194

Transversality

, 177–178

Trust

, 71, 150

enhancing trust in school improvement network

, 83–85

University researchers

, 33

Visegrad Group countries

, 111

Within schoolteachers (WSTs)

, 12, 15, 21