Using Collaborative Inquiry to Foster Equity within School Systems: Opportunities and Barriers

Autor/inn/en	Ainscow, Mel; Dyson, Alan; Goldrick, Sue; West, Mel
Titel	Using Collaborative Inquiry to Foster Equity within School Systems: Opportunities and Barriers
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 1, S.7-23 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2014.939591
Schlagwörter	Inquiry; Context Effect; Educational Policy; Educational Cooperation; Equal Education; Social Networks; Educational Opportunities; Barriers; Centralization; Educational Improvement; Educational Practices; Accountability; Conflict; Coordination; Systems Approach; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Education; cooperation; Kooperation; Social network; Soziales Netzwerk; Bildungsangebot; Bildungschance; Centralisation; Zentralisierung; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Verantwortung; Konflikt; Koordination; Systemischer Ansatz; Ausland; Großbritannien
Abstract	Drawing on experiences in England over many years, this paper explores the authors' efforts to use collaborative inquiry in order to foster greater equity within schools. All of this is set within national policy contexts that emphasise increased school autonomy, competition, and accountability as central improvement strategies. It is argued that whilst such contexts create worrying challenges in relation to equity, they also open up new opportunities for moving forward. The paper concludes that national policies have to foster greater flexibility at the local level, so that practitioners have the space to analyse their particular circumstances and determine priorities accordingly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01