Improving schools through collaboration: a mixed methods study of school-to-school partnerships in the primary sector
Improving schools through collaboration: a mixed methods study of school-to-school partnerships in the primary sector
The principle of schools collaborating to improve is one that has seen growing interest in recent years, and there is emerging evidence that in particular collaboration between high and lower performing schools can be an effective school improvement method. However, this evidence relates primarily to secondary schools, and little research has been conducted on the factors that could make collaboration more or less effective. In this study we specifically looked at partnerships between low and high performing primary schools, in which high performing schools acted as supporters to low performing partner schools. A mixed methods approach was used. A quasi-experimental quantitative study was conducted to ascertain the relationship between partnership and pupil attainment using data from the National Pupil Database. This was followed up by case studies of nine partnerships. Findings showed that there was a positive relationship between partnership and pupil attainment at Key Stage 2, and that successful partnerships were characterised by intensive interventions focused on teaching and learning and leadership.
school improvement, collaboration, mixed methods, pupil attainment
563-586
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
1 July 2015
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Muijs, Daniel
(2015)
Improving schools through collaboration: a mixed methods study of school-to-school partnerships in the primary sector.
Oxford Review of Education, 41 (5), .
(doi:10.1080/03054985.2015.1047824).
Abstract
The principle of schools collaborating to improve is one that has seen growing interest in recent years, and there is emerging evidence that in particular collaboration between high and lower performing schools can be an effective school improvement method. However, this evidence relates primarily to secondary schools, and little research has been conducted on the factors that could make collaboration more or less effective. In this study we specifically looked at partnerships between low and high performing primary schools, in which high performing schools acted as supporters to low performing partner schools. A mixed methods approach was used. A quasi-experimental quantitative study was conducted to ascertain the relationship between partnership and pupil attainment using data from the National Pupil Database. This was followed up by case studies of nine partnerships. Findings showed that there was a positive relationship between partnership and pupil attainment at Key Stage 2, and that successful partnerships were characterised by intensive interventions focused on teaching and learning and leadership.
Text
soton collab proofs.pdf
- Accepted Manuscript
More information
e-pub ahead of print date: 1 July 2015
Published date: 1 July 2015
Keywords:
school improvement, collaboration, mixed methods, pupil attainment
Organisations:
Southampton Education School
Identifiers
Local EPrints ID: 379700
URI: http://eprints.soton.ac.uk/id/eprint/379700
ISSN: 0305-4985
PURE UUID: 4803950c-48b7-4dec-9e65-03eaf9140292
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Date deposited: 17 Aug 2015 12:35
Last modified: 14 Mar 2024 20:46
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