Partnership Working in Small Rural Primary Schools: The Best of Both Worlds. Research Report

Autor/in	Hill, Robert
Institution	CfBT Education Trust (United Kingdom); National Foundation for Educational Research
Titel	Partnership Working in Small Rural Primary Schools: The Best of Both Worlds. Research Report
Quelle	(2014), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-909437-45-6
Schlagwörter	Foreign Countries; Small Schools; Rural Schools; Cooperation; Educational Improvement; Instructional Leadership; Partnerships in Education; Academic Achievement; Barriers; Best Practices; School Districts; Academic Standards; Principals; Public Officials; Faculty Development; Governance; Elementary School Students; Elementary School Teachers; Accountability; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; School; Schools; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Co-operation; Kooperation; Teaching improvement; Unterrichtsentwicklung; Instruction; Leadership; Bildung; Erziehung; Führung; Hochschulpartnerschaft; Schulleistung; School district; Schulbezirk; Principal; Schulleiter; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Verantwortung
Abstract	The aim of the research 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) in order 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. Robert Hill, supported by NFER researchers, staff at Lincolnshire local authority, and the CfBT inhouse research team, conducted a detailed analysis of data about the participating schools, four case studies, and seven focus group interviews. Two reports have been produced as a result of this research. This report is the main output and draws together the analysis of the data sources mentioned above. It is supported by a secondary report entitled "Partnership working in small rural primary schools: the best of both worlds--supporting report and evidence." The supporting report contains further details about the methods of the study, Lincolnshire schools' context, detailed reports from the case study visits and a short report on nine other counties that cater to small rural schools. [This report was written with Kelly Kettlewell and Jane Salt. Additional support for this research was provided by the National Foundation for Educational Research (NFER) staffers: Fiona Walker, Clare O'Beirne, Helen Everett and Jennie Harland. For the document containing the supporting report and evidence, see ED546796.] (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