Dr Paul Armstrong
This DfE commissioned review examines the current knowledge base around the characteristics of effective inter-school collaboration and other forms of school-to-school partnership in the English school system.
Exploring the current literature in this area to identify what works, what doesn’t, why and in what circumstances it argues that there is a remarkable lack of independent empirical evidence relating to interschool collaboration. What evidence there however is points to a number of positive consequences of inter-school collaboration in relation to impacts upon pupils, teachers, school improvement and organisational efficiency.
The reviewed research points to the positive influence of inter-school collaboration on teachers and teaching, with practitioners reporting an increased motivation to engage in professional dialogue with their colleagues, knowledge mobilisation and a general shift towards more learning-oriented and enquiry-based cultures in schools that have been collaborating.
In listing research, EdCentral makes no judgment or recommendation as to its quality, validity or methodology and none should be inferred. Through peer ratings left by education practitioners, EdCentral’s aim is to support the development of a repository of shared knowledge and experience.
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