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Independent state school partnerships (ISSPs): an exploration of partnership enactment

独立公立学校伙伴关系（ISSP）：伙伴关系制定的探索

基本信息

批准号：
2104311
负责人：
金额：
--
依托单位：
King's College London
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2018
资助国家：
英国
起止时间：
2018 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=studentship-2104311
关键词：
Independent state partnerships ISSPs exploration

项目摘要

In 1997 the Labour government charged independent schools with sharing their facilities and their teachers with local state maintained schools (DFEE, 1997). The first 'independent state school partnerships' (ISSPs) were centrally funded the following year, and by 2017 the Independent Schools Council reported that 88% of its schools were involved in some form of partnership with schools in the maintained sector (ISC, 2017ii). Although ISSPs have existed for over twenty years, published accounts are mainly progress reports or evaluations (Sharp et al, 2001; Ofsted, 2005; Armstrong, 2015). In one more analytical exploration, Lucas et al (2017), conducted a 'rapid review of the extent of current [ISSP] activity and the existence of any evidence of impact' (p4) in 2017, which revealed that partnerships can bring significant benefits for pupils, teachers and schools; such as opportunities for 'academic learning', sharing 'best practice' and access to facilities (p16). This study explores these partnerships; what they are; how they are understood by the different participants; how power relations shape them; what is claimed for them and what costs and gains, both tangible and intangible, are involved in enacting them across different types of schools. It investigates the nature of ISSPs and their enactment in practice, considering their impact on state and independent school leaders, teachers, pupils and their schools. It explores the ways in which collaborative work and partnership is actually 'done' in ISSPs and seeks to uncover the 'jumbled, messy, contested, creative and mundane social interactions... (and) negotiations and coalition building' (Ball, et al. 2012: 2) that make up the process of doing policy in schools. Through the theoretical lens of social exchange theory (Homans, 1958; Emerson, 1976), the study considers the 'worth' of partnerships - the balance of the perceived benefits less their costs, and seeks to build a deeper holistic picture of their impact. It also uses policy enactment theory (Ball et al, 2012: 3), that is, 'the abstractions of policy ideas into contextualized practices' to explore power distribution and different forms of teacher investment in these partnerships. Through interviewing school leaders, as well as those actively involved in partnership activities, this research investigates empirically how teachers understand partnership, claims about the benefits and costs of partnership to all schools involved, to contribute to the ongoing national debate about how schools in different sectors can work together most effectively.With increasing government interest in, and commitment to, cross-sector collaboration, and given the regular concerns about their charitable status, governments have looked to independent schools to do more to broker partnerships with the state maintained sector (DfE, 2016; ISC, 2016ii). These ISSPs are in the vanguard of policy and it is both timely and important to question their significance, their role and their effectiveness.

1997年，工党政府要求私立学校与当地公立学校共享设施和教师(DfEE，1997)。第二年，第一批“独立公立学校伙伴关系”(ISSP)得到集中资助，到2017年，独立学校理事会报告称，其88%的学校参与了与维护部门学校的某种形式的伙伴关系(ISC，2017ii)。尽管ISSP已经存在了20多年，但发表的报告主要是进度报告或评估(Sharp等人，2001；Ofsted，2005；阿姆斯特朗，2015)。在另一项分析探索中，Lucas等人(2017)在2017年进行了一项“对当前[ISSP]活动的程度以及是否存在任何影响证据的快速审查”(P4)，报告显示，伙伴关系可为学生、教师和学校带来重大好处；例如“学术学习”、分享“最佳做法”和使用设施的机会(P16)。这项研究探讨了这些伙伴关系；它们是什么；它们是如何被不同的参与者理解的；权力关系如何塑造它们；它们被要求什么，以及在不同类型的学校实施它们所涉及的有形和无形的成本和收益。它调查了ISSP的性质及其在实践中的颁布，考虑到它们对州立和独立学校领导人、教师、学生及其学校的影响。它探索了协作工作和伙伴关系在ISSP中实际“完成”的方式，并试图揭示“混乱、混乱、有争议、有创意和平凡的社会互动……(以及)谈判和联盟建设”(Ball等人)。2012：2)这构成了学校制定政策的过程。通过社会交换理论(Homans，1958；Emerson，1976)的理论视角，该研究考虑了伙伴关系的价值--感知的利益减去其成本的平衡，并试图构建关于其影响的更深层次的整体图景。它还使用政策制定理论(Ball et al，2012：3)，即“将政策想法抽象为具体实践”，以探索权力分配和教师在这些伙伴关系中的不同投资形式。通过采访学校领导人以及那些积极参与伙伴关系活动的人，这项研究实证地调查了教师如何理解伙伴关系，对所有参与的学校声称伙伴关系的好处和成本，以促进正在进行的关于不同部门的学校如何能够最有效地合作的全国性辩论。随着政府对跨部门合作的兴趣和承诺的增加，以及对其慈善地位的定期关注，政府希望私立学校做更多的事情来撮合与国家维持的部门的伙伴关系(DFE，2016；ISC，2016)。这些ISSP是政策的先锋，对它们的意义、作用和效力提出质疑既及时又重要。