Search results

1 – 10 of over 121000

Abstract

Details

School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts
Type: Book
ISBN: 978-1-78769-738-6

Article
Publication date: 5 January 2024

Chris Brown, Ruth Luzmore, Richard O’Donovan, Grace Ji and Susmita Patnaik

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in…

Abstract

Purpose

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the opportunities and benefits inter-school social capital networks might bring by exploring: (1) what inter-school networks are available internationally for primary and secondary schools, (2) the features and activities present within inter-school networks and (3) evidence of impact of inter-school network activities.

Design/methodology/approach

For this study, the authors employed a systematic review methodology. The review comprised the five stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA, 2021) protocol. The study findings derived from 111 research outputs (from a total of 1,221 originally identified).

Findings

The review highlights a number of different inter-school networks and their diverse purposes as well as key network features, such as the actors present in networks and the activities network participants engage with. At the same time, however, the authors only identify limited reliable evidence of the impact of inter-school networks.

Originality/value

The study fills a knowledge gap by exploring, for the first time, the presence, features of inter-school social capital networks available to school leaders as well as investigating the impact of these networks.

Details

International Journal of Educational Management, vol. 38 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Abstract

Details

School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts
Type: Book
ISBN: 978-1-78769-738-6

Book part
Publication date: 26 September 2022

Jordi Díaz-Gibson, Mireia Civís Zaragoza and Marta Comas Sabat

Today, education shows an urgent need for transformation to better respond to the complex and interdependent nature of current learning and social challenges we are facing. This…

Abstract

Today, education shows an urgent need for transformation to better respond to the complex and interdependent nature of current learning and social challenges we are facing. This chapter is based on the evidence of schools and district initiatives that claim for systemic change with a strong focus on wider interconnection and collaboration between learners, professionals and organizations.

Networks for Change is a programme launched in 2017 by the Barcelona Education Consortium that intends to create professional networks of schools in the city. The programme seeks a deep change in the whole system: to influence how teachers learn from one another to lead a collective transformation of schools, moving towards inclusive, significant and profound learning of all students. To achieve this, the programme articulates 25 territorial networks of schools, spread over the 10 districts in the city of Barcelona, grouping a total of 283 schools (ages 3–18), 1,700 leadership teams and 10,000 teachers. The network sessions are facilitated by one district leader, existing a team of 13 facilitators in the programme. Each school assigns an internal and volunteering leadership team that is responsible to assist to the network meetings, so as to empower internal change processes in schools.

The present study evaluates the impact of the programme on the development of territorial networks, as well as on the changes emerged in school communities. The instruments used combine a quantitative and qualitative approach including a questionnaire for teams of leaders involved in the programme, a questionnaire for teachers from schools and a focus group with programme facilitators of the 25 networks.

The main results show that the Networks for Change programme is already becoming a response to the widely contrasted need to weave sustainable relationships between teachers from different schools in the system at the same time that it is strengthening the collaborative capacities of educational actors in the city’s neighbourhoods and territories. Likewise, and to take a step further in the development of the programme, it is suggested emphasizing the increase of transversality in the networks as cross-sector collaboration, distributing the leadership of the programme through its actors and establishing direct ways for the impact to schools and their transformation. Right now, the network mainly fulfils a function of generating learning among its participants, although the desired horizon is to extend this learning to the entire ecosystem and at the same time generate systemic change in the neighbourhoods in order to enhance and document real impact on learners.

Details

School-to-School Collaboration: Learning Across International Contexts
Type: Book
ISBN: 978-1-80043-669-5

Keywords

Abstract

Details

The Networked School Leader
Type: Book
ISBN: 978-1-83867-722-0

Book part
Publication date: 26 September 2022

Anke B. Liegmann, Isabell van Ackeren, René Breiwe, Nina Bremm, Manuela Endberg, Marco Hasselkuß and Sabrina Rutter

School networks are of increasing importance in Germany. Despite not being formally anchored in the structure of the school system, school networks are promoted via a wide variety…

Abstract

School networks are of increasing importance in Germany. Despite not being formally anchored in the structure of the school system, school networks are promoted via a wide variety of programmes. These initiatives have varying aims such as the systemic promotion of school development and the identification of key factors for success. Some programmes even provide for accompanying research into the impact of networks on their success. Following the classification of the German school system according to the cohesion/regulation matrix by Chapman, and suggesting an emphasis on ‘egalitarian culture’, this chapter then focuses on the topic of school-to-school collaboration. Doing so, we shall define our understanding of school networks, present a typology of commonly found networks in Germany and provide systemic examples of some of the larger school networks. The review of the national state of research in this field including experience from two of our research and development projects shows desiderata especially concerning processes of school-to-school collaboration. The role of school leadership, which will be expanded upon further, has proven to be a driver of success in school networks.

Details

School-to-School Collaboration: Learning Across International Contexts
Type: Book
ISBN: 978-1-80043-669-5

Keywords

Article
Publication date: 1 November 2023

Wangbei Ye

This paper explores a district government's role in using school networks to transform turnaround schools in rural Shanghai, China.

Abstract

Purpose

This paper explores a district government's role in using school networks to transform turnaround schools in rural Shanghai, China.

Design/methodology/approach

Qualitative case studies were conducted.

Findings

Findings showed that the C District government varied its power in initiating school networks; collaborative networks were developed but addressed local problems in a limited manner and collaborative networks had difficulties innovating to solve novel problems.

Originality/value

This article presents an “external-internal context” framework for understanding local government's role in school networks and turnaround school transformation in China.

Details

Journal of Professional Capital and Community, vol. 9 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

Open Access
Article
Publication date: 5 April 2019

Chris Brown

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for…

Abstract

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are “self-improving and school-led”. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.

Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

Details

Emerald Open Research, vol. 1 no. 3
Type: Research Article
ISSN: 2631-3952

Keywords

Article
Publication date: 2 February 2015

Nienke M. Moolenaar and Peter J. C. Sleegers

While in everyday practice, school leaders are often involved in social relationships with a variety of stakeholders both within and outside their own schools, studies on school

2780

Abstract

Purpose

While in everyday practice, school leaders are often involved in social relationships with a variety of stakeholders both within and outside their own schools, studies on school leaders’ networks often focus either on networks within or outside schools. The purpose of this paper is to investigate the extent to which principals occupy similar positions in their school’s network and the larger district network. In addition, the authors examined whether principals’ centrality in both networks can be attributed to demographic characteristics and transformational leadership (TL).

Design/methodology/approach

Using social network analysis, correlational and regression analysis, and an advanced social network technique, namely p2 modeling, the authors analyzed data collected among 708 educators in 46 Dutch elementary schools. The authors also offer a visualization of the district social network to explore principals’ relationships with other principals in the district.

Findings

Results suggest that principals who occupy a central position in their school’s advice network are also more likely to occupy a central position in their district’s collaborative leadership network. Moreover, TL was found to affect the extent to which principals are central in both networks.

Originality/value

The study is unique as it simultaneously explores principals’ social relationships in schools and the larger district. Moreover, the authors advance the knowledge of TL as a possible mechanism that may shape the pattern of these relationships, thereby connecting two streams of literature that were until now largely disconnected. Limitations to the study warrant further qualitative and longitudinal research on principals’ social relationships in schools, districts, and the larger community.

Details

Journal of Educational Administration, vol. 53 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 April 1993

David R. Hughes

Against Internet, argues the case for a cheaper, lower cost, easierto use network (K‐12) for educational use. Stresses the need forteachers to be technically literate. Underlines…

Abstract

Against Internet, argues the case for a cheaper, lower cost, easier to use network (K‐12) for educational use. Stresses the need for teachers to be technically literate. Underlines the cost/benefits on networks. Relates the profound effect connecting to a network had on Bill Gates. Tabulates approximate connection costs for schools.

Details

Internet Research, vol. 3 no. 4
Type: Research Article
ISSN: 1066-2243

Keywords

1 – 10 of over 121000