School-to-School Collaboration: Learning Across International Contexts

Paul Wilfred Armstrong · Chris Brown

Sep 2022 · Emerald Group Publishing

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This collection of chapters from established thinkers and emerging scholars provides a series of unique insights into collaboration between schools and the means by which the policy context influences such activity. Taking a global perspective, the chapters within this book follow a common framework to explore how macro-level factors help to create the conditions in which school-to-school collaboration is likely to succeed or fail ‘on the ground’. The result is a nuanced and original analysis that explores why and how collaborative activity between schools is intrinsically linked to broader policy contexts.

School collaboration and networking is a rapidly growing area of interest. This book will appeal to the increasing number of emerging scholars and established experts with an interest in this area and other related sub-fields including school effectiveness and improvement, critical policy studies and educational leadership and management. It will also be of interest to policymakers seeking to capitalise on the potential of collaboration between schools and to educational professionals seeking improvement through partnership and dialogue.

Autoren-Profil

Paul Wilfred Armstrong is Senior Lecturer in Education at the Manchester Institute of Education, University of Manchester. He has over 15 years experience in educational research exploring contemporary forms of educational leadership and management, in particular the means by which schools are managed and resourced and how organisational collaboration can support teaching and learning. His most recent publication is School-to-school collaboration in England: A configurative review of the empirical evidence with Chris Brown and Chris Chapman. He is also Editor-in-Chief of the Sage journal, Management in Education.

Chris Brown is Professor in Education and Deputy Executive Dean (Research) at Durham University. Chris is seeking to drive forward the notion of Professional Learning Networks (PLNs) as a means to promote the collaborative learning of teachers. The aim of this collaborative learning is to improve both teaching practice and student outcomes, not only in individual schools, but also in the school system more widely. Alongside his research into PLNs Chris also has a long-standing interest in how the collaborative use of research evidence can and should, but often doesn’t, aid the development of education policy and practice.