Collaborative reform for schools in difficulty

被引：13

作者：

Chapman, Christopher ^{[1
]}

Allen, Tracey ^{[2
]}

机构：

[1] Univ Nottingham, Teacher & Leadership Res Ctr, Sch Educ, Nottingham, England

[2] Univ Warwick, Inst Educ, Leadership Policy & Dev Unit, Coventry, W Midlands, England

来源：

IMPROVING SCHOOLS | 2006年 / 9卷 / 03期

关键词：

challenging circumstances; collaboration; school improvement;

D O I：

10.1177/1365480206072269

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：291 / 301

页数：11