School-to-school collaboration in England: A configurative review of the empirical evidence
School-to-school collaboration in England: A configurative review of the empirical evidence
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英国的校际合作：实证证据的配置审查
DOI：
10.1002/rev3.3248
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发表时间：
2020
影响因子：
2.4
通讯作者：
Armstrong P
中科院分区：
文献类型：
--
作者：
Armstrong P
近年来，英语背景下的学校与学校合作得到了无数政策举措的推动。这些举措中有许多是针对结构性改革，寻求促进“自我完善的系统”，在这个系统中，学校相互支持，以提高教学和学习水平，解决教育不平等问题。然而，与此同时，英国的学校系统仍然是一个高度市场化和竞争激烈的竞技场，而关于学校之间的合作在多大程度上可以有意义地促进教育改善和公平的辩论。以这些问题为出发点，本文报告的调查结果，从配置审查的实证证据学校到学校的合作在英格兰。该论文借鉴了2000年以来46项同行评审的实证研究，深入探讨了学校达成合作安排的原因、可能促进和阻碍此类活动的条件和因素，以及合作可能带来的好处学校之间。还查明了外地的一些弱点。例如，这一领域的研究需要更加明确的概念和术语以及更坚实的理论基础。我们还认为，该领域是缺乏批判性的角度和解释（合作实践）。此外，对学校与学校合作的研究落后于政策和实践，这对一个越来越依赖于学校相互合作的期望的系统提出了巨大的挑战。
In recent years school‐to‐school collaboration in the English context has been promoted by a myriad of policy initiatives. Many of these initiatives have been directed at structural reforms seeking to facilitate a 'self‐improving system' in which schools support one another to raise standards of teaching and learning and address educational inequality. Yet, at the same time, the English school system remains a deeply marketised and competitive arena while there are debates concerning the extent to which collaboration between schools can meaningfully facilitate educational improvement and equity. Taking these issues as a starting point, this paper reports on findings from a configurative review of the empirical evidence on school‐to‐school collaboration in England. Drawing on 46 peer‐reviewed empirical studies from 2000 onwards, the paper provides insight into the reasons why schools enter into collaborative arrangements and the conditions and factors that can facilitate and hinder such activity, as well as the possible benefits that can result from collaboration between schools. A number of weaknesses within the field are also identified. For example, there is a need for more conceptual and terminological clarity and a stronger theoretical basis for research in this area. We also argue that the field is deficient in respect of critical perspective and interpretation (of collaborative practice). Furthermore, research into school‐to‐school collaboration is lagging behind policy and practice, presenting a formidable challenge for a system increasingly underpinned by an expectation that schools will work in partnership with one another.