Mediated Diffusion: Translating Professional Practice across Schools in a High-Stakes System

Autor/in	Eddy-Spicer, David H.
Titel	Mediated Diffusion: Translating Professional Practice across Schools in a High-Stakes System
Quelle	In: Journal of Educational Change, 18 (2017) 2, S.235-256 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eddy-Spicer, David H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1573-1812
DOI	10.1007/s10833-017-9296-x
Schlagwörter	Foreign Countries; Educational Practices; Evidence Based Practice; Educational Change; High Stakes Tests; Decision Making; Professionalism; Educational Innovation; Accountability; Educational Improvement; Primary Education; Elementary Schools; Achievement Rating; High Achievement; Low Achievement; Administrative Organization; Partnerships in Education; Government School Relationship; Leadership Role; Alignment (Education); Research Utilization; Educational Cooperation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Bildungsreform; Decision-making; Entscheidungsfindung; Professionalität; Instructional innovation; Bildungsinnovation; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Primarbereich; Elementary school; Grundschule; Volksschule; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Unterdurchschnittliche Leistung; Hochschulpartnerschaft; Forschungsumsetzung; Education; cooperation; Kooperation
Abstract	Educational systems across the globe are attempting to reshape the vertical and horizontal dimensions of school accountability. The vertical dimension involves devolution of responsibility to individual schools while the horizontal typically entails promoting the professionalism of leaders and teachers through school networks and school-to-school pairings. In many systems, these shifts occur within an environment of high-stakes accountability. Little is known about the ways that high-stakes consequences for individual schools shape the translation of professional practice across schools. The study reported here traces the diffusion of data-informed practices in a formal pairing of two primary schools in England--a school ranked as "outstanding" and a school in "special measures," a persistently low-achieving school. Study findings trace the ways in which the threat of consequences under which the low-achieving school operates shapes the diffusion of professional practice across schools. The study details how the lead school brokered, or mediated, state requirements, co-constructing the supported school's narrative of improvement. Findings from this study illuminate the ways that vertical relationships within the system of schooling influence horizontal relationships across schools. Clarifying the shaping of professional practice across schools is increasingly critical as patterns of provision of schooling proliferate and the links among the state and schools become increasingly complex. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01