Partnership Working in Small Rural Primary Schools: The Best of Both Worlds. Supporting Report and Evidence

Autor/in	Hill, Robert
Institution	CfBT Education Trust (United Kingdom)
Titel	Partnership Working in Small Rural Primary Schools: The Best of Both Worlds. Supporting Report and Evidence
Quelle	(2014), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-909437-46-3
Schlagwörter	Small Schools; Rural Schools; Elementary Schools; Educational Improvement; Academic Standards; Instructional Leadership; Models; Cooperative Planning; Academic Achievement; Barriers; Government Role; Partnerships in Education; Context Effect; Educational Administration; Foreign Countries; Institutional Characteristics; Governance; Professional Development; Continuing Education; Institutional Cooperation; Teacher Persistence; Economic Factors; Educational Finance; United Kingdom (England) + Suchen Sie Ihr Suchwort? School; Schools; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Elementary school; Grundschule; Volksschule; Teaching improvement; Unterrichtsentwicklung; Instruction; Leadership; Bildung; Erziehung; Führung; Analogiemodell; Schulleistung; Hochschulpartnerschaft; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ausland; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Weiterbildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Ökonomischer Faktor; Bildungsfonds
Abstract	The aim of the research presented in this report was to investigate the most effective ways for small rural primary schools to work together in order to improve provision and raise standards. The project sought to examine the circumstances and context of small rural schools in Lincolnshire and evaluate their different leadership models (such as collaborations, federations, partnerships or academy chains) to: (1) identify successful approaches to collaboration likely to have a positive impact on pupil achievement; (2) identify barriers to successful collaborative models; (3) understand the role of the local authority in enabling effective partnership; (4) place the Lincolnshire approach in the context of approaches being adopted in other areas in England and best practice in partnership as identified in research literature; and (5) identify issues and recommendations for policymakers to consider. A total of 99 small rural schools with a maximum of 110 pupils were included in the study. The performance and operation of these schools, along with their pattern of partnership working, were analysed using a mix of desk-based and field-based research activities. The county councils included in this summary review are: (1) Cornwall; (2) Cumbria; (3) Derbyshire; (4) Devon; (5) Essex; (6) Norfolk; (7) Northumberland; (8) Shropshire; and (9) Suffolk. All of the county councils included had a mix of formal and informal partnership working within their rural primary schools. [This report was written with Kelly Kettlewell and Jane Salt. For the full research report, see ED546802.] (ERIC).
Anmerkungen	CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS, England. Tel: +44-11-8902-1296; Fax: +44-11-8902-1895; e-mail: researchenquiries@cfbt.com; Web site: http://www.cfbt.com/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10