Secondary School Organisation And Home-School Collaboration: A Tale of Two Systems

Autor/in	Barnard, Peter A.
Titel	Secondary School Organisation And Home-School Collaboration: A Tale of Two Systems
Quelle	In: International Journal of Educational Management, 36 (2022) 6, S.908-922 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnard, Peter A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-01-2022-0003
Schlagwörter	Secondary Schools; School Organization; Family School Relationship; Tutoring; Capacity Building; Grouping (Instructional Purposes) + Suchen Sie Ihr Suchwort? Sekundarschule; School organisation; Schulorganisation; Förderkonzept; Nachhilfeunterricht; Grouping; Gruppenbildung
Abstract	Purpose: This conceptual paper explores the relationship between school structure, organisation, and home-school collaboration. It argues that the traditional and dominant secondary school model based on same-age organisation acts in ways that constrain home-school collaboration while claiming to value it. The paper proposes an alternative model (vertical tutoring), one that relies on home-school collaboration and developing the capacity to absorb the complexity that collaboration creates. Design/methodology/approach: Models of home-school collaboration abstracted from the research literature are set within a framework of organisational studies, complexity science, and systemic thinking, revealing incongruities between claimed values and operational practices. The paper contrasts the frailties endemic to same-age organisation with the advantages claimed by schools that have adopted a vertical tutoring (VT) system. Findings: The choice of organisational structure is a major influence on a school's capacity to develop the home-school collaboration needed to liberate individual and organisational learning. Same-age organisational structure has a reduced capacity for building the collaborative partnerships needed to engage parents in their child's learning process. Multi-age organisation matches capacity with learning demand, enabling agency and liberating management. Research limitations/implications: Current approaches to modelling rarely consider same-age operative structure and so are destined to restrict rather than enable home-school collaboration. The adoption of VT by schools broadens the scope of organisational analysis, positing a need for multi-disciplinary research able to link the form of school organisation to individual and organisational learning. Originality/value: VT is rarely mentioned in the research literature as an alternative to same-age structuration. This paper addresses this issue and draws upon complexity science, autopoietic theory, and systemic thinking to explain why current models of home-school collaboration are insufficiently situated in organisational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01