Session Information
03 SES 01, School, Teacher and Student Involvement in Curriculum Development
Paper Session
Contribution
Since the early 1990s networks have become one of the central topics in the social scientific research (Bogatti & Foster, 2003). Also within the area of education use of network designs is getting more and more common (see overview Berkemeyer et al., in press; Bell et al., 2005), prevalently in terms of innovative networked learning communities, where schools work together to foster individual, school-based as well as systemic change efforts (ibid.; Chapman, 2008; Jackson, 2006; Chrispeels & Harris, 2006; Ainscow et al., 2006, Little, 2005). Some scholars even suggest that networking between schools has become “the key driver of school improvement” (McCarthy et al. 2004, p. 61). Such statements “are often more ideological than empirically based” (Muijs, 2009).
With only limited evidence and theoretical foundation networks are regarded as “support structures” (Beveridge et al., 2004) and as an appropriate framework for sustainable development for innovative schools, overcoming the traditional isolation of schools (Datnow et al., 2003). Even though current research gives some fractionary insights into different aspects and effects of school networking, it oftentimes fails to make a profound and systematic analysis of impact chains and developmental paths (cf. Berkemeyer et al., in press; Bell et al., 2005).
In this paper, we take this desideratum as a trigger to report on some key findings of the research conducted within the network-based school improvement project “Schulen im Team” (for more information see Berkemeyer et al., 2008a). The project initiators are the Mercator Foundation and the Institute for School Development Research at the TU Dortmund, Germany. It was launched in February 2007 and has a duration of 3.5 years. The project with focus on collaborative curriculum innovation consists of a sample of 40 schools (38 secondary and two primary schools) that are organized in 10 domain-specific networks of three to five schools. Each school is represented by two teachers, who operate as “network coordinators” and are responsible for the actual innovative networking processes, co-operative development of intervention strategies and transfer concepts within their network.
The multidimensional research design (for detailed information see Berkemeyer et al., 2008a) of the project draws upon a theoretical framework model (Berkemeyer et al., 2008b), primarily with reference to learning theories and theory elements used in the interdisciplinary network theory and analysis, which was developed to explain and analyze collaborative processes in networks between schools, and their impacts at different levels. In simplified terms, our theory-based presumption is that networking will foster co-constructive knowledge creation processes among teachers. The implementation of new network-specific knowledge in the participating schools, in turn, changes classroom instruction and enhances school quality, which finally, impact positively student achievement and motivation.
In this paper, we present and discuss impacts of school-to-school networking exemplified on two crucial impact dimensions “teacher learning and knowledge creation” and ”student achievement”.
The contribution not only provides evidence that collaboration can indeed positively impact school improvement at multiple levels, but also forms a more holistic foundation for a theoretical analysis of networks in educational contexts.
Method
Expected Outcomes
References
Ainscow, A.M., Muijs, D. & West, M. (2006). Collaboration as a strategy for improving schools in challenging circumstances. Improving Schools, 9(3), pp. 192-202. Berkemeyer, N., Manitius, V., Müthing, K., Bos, W. (in press). Ergebnisse nationaler und internationaler Forschung zu schulischen Innovationsnetzwerken. In Zeitschrift für Erziehungswissenschaft. Berkemeyer, N., Bos, W., Manitius, V. & Müthing, K. (2008a). Unterrichtsentwicklung in Netzwerken.. Münster/ New York/ München/ Berlin: Waxmann. Berkemeyer, N., Manitius, V., Müthing, K. & Bos, W. (2008c). Innovation durch Netzwerkarbeit? Entwurf eines theoretischen Rahmenmodells zur Analyse von Schulischen Innovationsnetzwerken. Zeitschrift für Soziologie der Erziehung und Sozialisation 4/2008, pp. 411- 428. Beveridge, S., Groundwater-Smith, S. Kemmis, S. & Wasson, D. (2004). “Professional Learning that Makes a Difference”. Paper presented to the Australian Association for Research in Education, Melbourne, November 28th –December 2nd 2004. Bogatti, S. P. & Foster, P.C. (2003). The network paradigm in organizational research: a review and typology, Journal of Management, Vol. 29, pp. 991–1013. Chrispeels, J. H. & Harris, A. (2006). Conclusion. Future Directions for the Field. In A. Harris & J.C. Chrispeels (eds.), Improving Schools and Educational Systems (pp. 295- 307). London: Routledge. Jackson, D. (2006). Networked learning communities: Setting school to school collaboration within a system context. Nottingham: National College for School Leadership. Little, J. (2005). Professional Learning and School-Network Ties: Prospects for School Improvement. Journal of Educational Change, 6, pp. 277-291. Mc Garthy, H., Miller, P., Skidmore, P. (2004). Network logic. In Mc Garthy, H., Miller, P.& Skidmore, P. (eds.) Network logic: Who Governs in an Interconnected World? (pp.11-22). London: Demos. Muijs, D. (2009). Networking and collaboration - What is the evidence? A paper presented at at International Congress for School Effectiveness and Improvement, Vancouver, Canada, January 4th – 7th 2009. Nonaka, I. (1994): A Dynamic Theory of Organizational Knowledge Creation. Organization Science, 5, pp.14- 37.
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