School-to-School Support within a Competitive Education System: Views from the Inside

Autor/inn/en	Armstrong, Paul Wilfred; Ainscow, Mel
Titel	School-to-School Support within a Competitive Education System: Views from the Inside
Quelle	In: School Effectiveness and School Improvement, 29 (2018) 4, S.614-633 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2018.1499534
Schlagwörter	Foreign Countries; Institutional Cooperation; Competition; Barriers; Educational Improvement; Educational Change; Change Strategies; Educational Policy; Stakeholders; Administrator Attitudes; Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Institute; Co-operation; Cooperation; Institut; Kooperation; Wettkampf; Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Lösungsstrategie; Politics of education; Bildungspolitik
Abstract	This paper draws on evidence from a study carried out in England to explore how schools can support one another's improvement within a policy context that emphasises competition. The findings offer some reasons to be optimistic, and are suggestive of the capacity and potential of the school system in England to "self-improve" through collaborative means. However, light is also thrown on a number of barriers that need to be overcome to make such an approach work. The paper argues that developing a greater understanding of the social complexities involved in school-to-school support requires research that takes account of the views of those involved. With this in mind, the paper reflects on the experiences of a group of school leaders in England, leading to lessons that are likely to be relevant to those in other national contexts where competition is seen as a driver for school improvement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01