Improving Schools through Collaboration: A Mixed Methods Study of School-to-School Partnerships in the Primary Sector

Autor/in	Muijs, Daniel
Titel	Improving Schools through Collaboration: A Mixed Methods Study of School-to-School Partnerships in the Primary Sector
Quelle	In: Oxford Review of Education, 41 (2015) 5, S.563-586 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2015.1047824
Schlagwörter	Mixed Methods Research; Partnerships in Education; Educational Cooperation; Educational Improvement; Educational Administration; Elementary Schools; Low Achievement; High Achievement; Quasiexperimental Design; School Effectiveness; Academic Achievement; Case Studies; Interviews; School Statistics; Effective Schools Research; Educational Practices; Group Dynamics; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Education; cooperation; Kooperation; Teaching improvement; Unterrichtsentwicklung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Elementary school; Grundschule; Volksschule; Unterdurchschnittliche Leistung; Schuleffizienz; Schulleistung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Schulforschung; Bildungspraxis; Gruppendynamik; Ausland
Abstract	The principle of schools collaborating to improve is one that has seen growing interest in recent years, and there is emerging evidence that in particular collaboration between high and lower performing schools can be an effective school improvement method. However, this evidence relates primarily to secondary schools, and little research has been conducted on the factors that could make collaboration more or less effective. In this study we specifically looked at partnerships between low and high performing primary schools, in which high performing schools acted as supporters to low performing partner schools. A mixed methods approach was used. A quasi-experimental quantitative study was conducted to ascertain the relationship between partnership and pupil attainment using data from the National Pupil Database. This was followed up by case studies of nine partnerships. Findings showed that there was a positive relationship between partnership and pupil attainment at Key Stage 2, and that successful partnerships were characterised by intensive interventions focused on teaching and learning and leadership. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01