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Collaboration and Networking in Education

:	Daniel Muijs, Mel Ainscow, Chris Chapman, Mel West
:	Collaboration and Networking in Education
:	Springer-Verlag
:	9789400702837
:	1
:	CHF 85.50
:

:	Bildungswesen
:	English

:	183
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

Collaboration and networking have recently come to the fore as major school improvement strategies in a number of countries. A variety of initiatives, from government and other agencies, have encouraged collaboration and led to a lot of practical activity in this area. However, at present there are no texts in education that explore collaboration and networking from both a theoretical and practical perspective.

In this book, we aim to provide a theoretical background to educational collaboration, drawing on research and theory in policy studies, psychology and sociology, leading ultimately to a typology of networks. This theoretical base will be tested in the discussion of a number of case studies referring to specific initiatives such as the Federations programme, multi-agency collaboration and Networked Learning Communities. Lessons for practice will be drawn and presented in terms of factors internal and external to the school. The key issue of network leadership will be addressed here as well.

	Contents	5
	1 Introduction: Networking in Schools	9
	1.1 Introduction	9
	1.2 The Impact of Networking and Collaboration in Education	10
	1.3 Structure of This Book	13
	Part I Theories and Backgrounds	15
	2 Networking and Collaboration as a Public Policy Framework	16
	2.1 The Development of Networks as Policy Delivery Mechanisms	16
	2.2 Types of Public Policy Networks	18
	2.3 Research on Public Sector Networking	21
	2.4 Collaboration as an Educational Policy	22
	3 Localised Theories of Networking and Collaboration	25
	3.1 Constructivist Organisational Theory as a Basis for Networking	25
	3.2 Creating Social Capital as a Basis for Networking	27
	3.3 Social Network Theory as a Basis for Networking	30
	4 Societal Theories of Networking and Collaboration	34
	4.1 Creating Networks as New Social Movements	34
	4.2 Avoiding Organisational Anomie as a Basis for Collaboration	36
	4.3 Functionalist Theories of Networking	38
	4.4 Conclusion	41
	5 Towards a Typology of Educational Networks	42
	5.1 Goals and Activities	42
	5.2 What Networks? Further Classifications on Key Dimensions	45
	5.2.1 Voluntarism or Coercion	45
	5.2.2 Power Relations	46
	5.2.3 Network Density	47
	5.2.4 External Involvement	48
	5.2.5 Different Time Frames	49
	5.2.6 Geographical Spread	49
	5.2.7 Density of Schools	51
	5.2.8 Vertical or Horizontal Networking	52
	5.2.9 Network Diffuseness	52
	5.2.10 Network Formalisation	53
	5.3 Conclusion	53
	Part II Networking in Practise	54
	6 Federations of Schools: Case Studies of Practice	55
	6.1 Introduction	55
	6.2 Methods	56
	6.2.1 Identification and Selection of Case Studies	56
	6.2.2 Data Collection and Analysis	57
	6.3 Findings	58
	6.3.1 Governance Arrangements	58
	6.3.1.1 Soft Federations	59
	6.3.1.2 'Hard' Federations	60
	6.3.2 Leadership and Management	62
	6.3.2.1 Context of Federation Leadership and Management	62
	6.3.3 Senior Leadership and Management Within Federations	63
	6.3.4 Middle Level Leadership and Management in Federations: Ownership and Involvement	65
	6.4 Conclusion	66
	6.4.1 Reflecting on Governance	67
	6.4.2 Reflecting on Leadership	68
	7 The Impact of Federations on Student Achievement	70
	7.1 Introduction	70
	7.2 Methods	70
	7.2.1 Researching the Relationship Between Federations and Student Outcomes: Aims and Objectives	70