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008 170316s2011 xx o ||||0 eng d
020 9789400702837|q(e-book)
020 |z9789400789821
035 (MiAaPQ)EBC666536
035 (Au-PeEL)EBL666536
035 (CaPaEBR)ebr10439936
035 (OCoLC)701369423
040 MiAaPQ|beng|erda|epn|cMiAaPQ|dMiAaPQ
050 4 L1-991
082 0 370
100 1 Muijs, Daniel.
245 10 Collaboration and networking in education.
264 1 Dordrecht :|bSpringer Netherlands,|c2011.
264 4 |c©2011.
300 1 online resource (180 pages)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
505 0 Contents -- 1 Introduction: Networking in Schools -- 1.1
Introduction -- 1.2 The Impact of Networking and
Collaboration in Education -- 1.3 Structure of This Book -
- Part I Theories and Backgrounds -- 2 Networking and
Collaboration as a Public Policy Framework -- 2.1 The
Development of Networks as Policy Delivery Mechanisms --
2.2 Types of Public Policy Networks -- 2.3 Research on
Public Sector Networking -- 2.4 Collaboration as an
Educational Policy -- 3 Localised Theories of Networking
and Collaboration -- 3.1 Constructivist Organisational
Theory as a Basis for Networking -- 3.2 Creating Social
Capital as a Basis for Networking -- 3.3 Social Network
Theory as a Basis for Networking -- 4 Societal Theories of
Networking and Collaboration -- 4.1 Creating Networks as
New Social Movements -- 4.2 Avoiding Organisational Anomie
as a Basis for Collaboration -- 4.3 Functionalist Theories
of Networking -- 4.4 Conclusion -- 5 Towards a Typology of
Educational Networks -- 5.1 Goals and Activities -- 5.2
What Networks? Further Classifications on Key Dimensions -
- 5.2.1 Voluntarism or Coercion -- 5.2.2 Power Relations -
- 5.2.3 Network Density -- 5.2.4 External Involvement --
5.2.5 Different Time Frames -- 5.2.6 Geographical Spread -
- 5.2.7 Density of Schools -- 5.2.8 Vertical or Horizontal
Networking -- 5.2.9 Network Diffuseness -- 5.2.10 Network
Formalisation -- 5.3 Conclusion -- Part II Networking in
Practise -- 6 Federations of Schools: Case Studies of
Practice -- 6.1 Introduction -- 6.2 Methods -- 6.2.1
Identification and Selection of Case Studies -- 6.2.2 Data
Collection and Analysis -- 6.3 Findings -- 6.3.1
Governance Arrangements -- 6.3.1.1 Soft Federations --
6.3.1.2 'Hard' Federations -- 6.3.2 Leadership and
Management -- 6.3.2.1 Context of Federation Leadership and
Management -- 6.3.3 Senior Leadership and Management
Within Federations.
505 8 6.3.4 Middle Level Leadership and Management in
Federations: Ownership and Involvement -- 6.4 Conclusion -
- 6.4.1 Reflecting on Governance -- 6.4.2 Reflecting on
Leadership -- 7 The Impact of Federations on Student
Achievement -- 7.1 Introduction -- 7.2 Methods -- 7.2.1
Researching the Relationship Between Federations and
Student Outcomes: Aims and Objectives -- 7.2.2 Researching
the Relationship Between Federations and Student Outcomes:
Defining a Research Approach -- 7.2.3 Methods -- 7.2.4
Sampling -- 7.2.5 Federation and Comparator School
Characteristics -- 7.3 Results -- 7.3.1 A Typology of
Federations -- 7.3.2 Federations and Impact on Performance
-- 7.4 2005 Cohort -- 7.5 2006 Cohort -- 7.5.1 Impact on
Performance by Federation Type -- 7.6 2005 Cohort -- 7.7
2006 Cohort -- 7.7.1 Relationship with Ofsted Grades --
7.7.2 Summary of Results -- 7.8 Conclusion -- 8 Achieving
Excellence and Equity: Reflections on the Development of
Practices in One Local District Over 10 Years -- 8.1 The
Policy Context -- 8.2 Making Sense of Practice -- 8.3
Phase 1 (1997-2001)-Raising Standards -- 8.4 Phase 2 (2001
-2004)-Fostering Inclusion -- 8.5 Phase 3 (2004-2007)-
Networking Across the Authority -- 8.6 Some Implications -
- 9 Widening Opportunities? A Case Study of School-to-
School Collaboration in a Rural District -- 9.1
Introduction -- 9.2 Context and Methods -- 9.3 Results --
9.3.1 Set-up and Structures -- 9.3.2 Building
Relationships -- 9.3.3 Impact -- 9.4 Discussion -- 10
Leadership in Full-Service Extended Schools: Communicating
Across Cultures -- 10.1 The Move to Extended Schools --
10.2 Methodology -- 10.3 Results -- 10.3.1 Views on
Multiagency Work -- 10.3.2 Barriers and Facilitators --
10.3.3 What Does Success Look Like? -- 10.3.4 Leadership -
- 10.4 Conclusion -- Part III Successful Collaboration --
11 Reflections on Networking and Collaboration.
505 8 11.1 Challenges and Possibilities -- 11.2 Impact of
Collaboration -- 11.3 Direct Impact Activities -- 11.4
Strengthening Capacity -- 11.5 Responding to Crises --
11.6 Sustaining Improvements -- 11.7 Sharing in Leadership
-- 11.8 Roles and Responsibilities -- 11.9 Raising
Expectations -- 11.10 Managing Change -- 11.11
Understanding What Helps Collaboration to Develop -- 11.12
From Collaboration to Collegiality -- 11.13 Conclusion --
12 Successful Networking: In-School Conditions -- 12.1
Clear Goals and Mission -- 12.2 Finding the Right Partner
Schools -- 12.3 Establishing Clear Communication Channels
-- 12.4 Creating Trust -- 12.5 Capacity for Improvement --
12.6 Continuing Professional Development -- 12.7 Time
Constraints -- 12.8 Ending Collaboration -- 12.9
Conclusion -- 13 Successful Networking: External
Conditions -- 13.1 External Factors That Enhance Trust --
13.2 The Role of Network Brokers -- 13.3 Accountability --
13.4 Partner Motivations -- 13.5 The Role of the Local
Authority -- 13.6 Conclusion -- 14 Leading Networks --
14.1 The Role of the Head Teacher -- 14.2 Other Leadership
Roles in a Network -- 14.3 Characteristics of Successful
Leadership in Networks -- 14.4 Distribution and Devolution
of Leadership in Networks -- 14.5 Conclusion -- 15 Some
Final Thoughts -- References -- Author Index -- Subject
Index.
506 1 325 annual accesses.|5UkHlHU
650 0 Education.
650 0 Educator|xSocial networks.
700 1 Ainscow, Mel.
700 1 Chapman, Chris.
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