Collaborative Reform for Schools in Difficulty

Autor/inn/en	Chapman, Christopher; Allen, Tracey
Titel	Collaborative Reform for Schools in Difficulty
Quelle	In: Improving Schools, 9 (2006) 3, S.291-301 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480206072269
Schlagwörter	Educational Change; Foreign Countries; Cooperation; Research Projects; Educational Improvement; Academic Achievement; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Co-operation; Kooperation; Forschungsvorhaben; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Großbritannien
Abstract	This article draws on findings from two English research projects exploring collaborative reform for schools in difficulty. Initially, the article provides a brief policy overview of some of the key policy drivers of educational reform in England during the past decade. This contextual analysis is used to provide background for the exploration of two contrasting examples of collaborative models for improvement. First, the central government policy of "Federating" schools is considered; second, the Specialist Schools and Academies Trust "Specialist Schools Achievement Programme" is examined. The article draws together some emerging key themes from the models to discuss their implications for the future development of models for improvement in schools in difficulty. In conclusion, the article presents a number of propositions that require further exploration. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10