Does School-to-School Collaboration Promote School Improvement? A Study of the Impact of School Federations on Student Outcomes

Autor/inn/en	Chapman, Christopher; Muijs, Daniel
Titel	Does School-to-School Collaboration Promote School Improvement? A Study of the Impact of School Federations on Student Outcomes
Quelle	In: School Effectiveness and School Improvement, 25 (2014) 3, S.351-393 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-5124
DOI	10.1080/09243453.2013.840319
Schlagwörter	Educational Improvement; Educational Cooperation; Partnerships in Education; Social Networks; Network Analysis; Group Dynamics; Academic Achievement; Matched Groups; Statistical Analysis; Achievement Gains; Institutional Characteristics; Elementary Secondary Education; School Location; Gender Differences; School Size; Student Characteristics; Classification; Cohort Analysis; Data Analysis; Statistical Data; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Education; cooperation; Kooperation; Hochschulpartnerschaft; Social network; Soziales Netzwerk; Netzplantechnik; Gruppendynamik; Schulleistung; Statistische Analyse; Achievement gain; Leistungssteigerung; Schulgelände; Geschlechterkonflikt; Classification system; Klassifikation; Klassifikationssystem; Kohortenanalyse; Auswertung; Ausland; Großbritannien
Abstract	This study adopted a quantitative methodology involving a matched sample of federated and non-federated schools and utilising multilevel modelling techniques to explore the impact of federations on student outcomes. The sample involves a total of 50 school districts and 264 schools. These are grouped into 122 federations; 264 comparator schools were selected to match these. The study has identified 6 broad and sometimes overlapping categories of federations. The findings suggest there is evidence of impact on overall performance, in that, while federation and comparator schools perform similarly at baseline, federation is positively related to performance in the years following federation. There is evidence to suggest that impact is strongest in performance federations. There is no relationship between federation and inspection judgements or differential impact on students from different socioeconomic settings. In conclusion, this article reflects on the findings to discuss the key implications for future research, policy, and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10