A theory of action account of an across-school collaboration policy in practice

Sinnema, Claire; Hannah, Darren; Finnerty, Alex; Daly, Alan J.

doi:10.1007/s10833-020-09408-w

Cited by 10 publications

(12 citation statements)

References 58 publications

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“…There is now a timely opportunity to expand the use of networks along the lines we have been discussing. As Sinnema et al ( 2021 ) put it, systems worldwide should “promote the use of collaborative networks to foster teacher learning and improve practice in the pursuit of educational change to address longstanding equity and achievement issues” (p. 1). In the last 60 years collaborative cultures appear primarily as individual schools, and in a few cases involve networks of school ranging in size from 10 to 150 schools, but there has been very little close examination of such networks (for one positive example see Rincón-Gallardo & Fullan, 2016 ).…”

Section: Navigating Towards Collaboration In Educationmentioning

confidence: 99%

Leading new, deeper forms of collaborative cultures: Questions and pathways

Abellán

Fullan²

2022

J Educ Change

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The pandemic has made deeper problems more transparent and has stimulated many to realize that there may be an opportunity over the next period to pursue much needed innovations in learning. In this essay we describe the ways in which the pandemic has provided the conditions for new human development that joins two powerful forces: the pulsar model which elevates human potential with respect to student learning, and new, deeper forms of collaboration that have long eluded those interested in system change. In this article we show how ‘spirit work’ and collaboration can combine to develop schools systems that are essential for coping with the new post-pandemic conditions facing humanity. We also identify spinoff opportunities arising from the pandemic, and a corresponding pressure that could generate more widespread system improvement designed to improve learning for all, including advances in both equity and excellence.

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Section: Navigating Towards Collaboration In Educationmentioning

confidence: 99%

Leading new, deeper forms of collaborative cultures: Questions and pathways

Abellán

Fullan²

2022

J Educ Change

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“…Intervention 2 leaders had the same access to the questionnaire tool, but were also taught to diagnose and understand their theory-in-use for CPS conversations. Theories of action describe links between behaviour, (actions/inactions), beliefs, and motivations that explain the behaviour, and the intended and unintended consequences of the behaviour (Argyris & Schön, 1974;Hannah, Sinnema, & Robinson 2019Robinson, 2014Robinson, , 2018Sinnema, Hannah, Finnerty & Daly, 2021). The causes of many complex problems lie in leaders'/teachers' theories of action, and consequently, improvement efforts are compromised if there is little or no engagement with them (Argyris & Schön, 1974;Cavanagh et al, 2014;Mintrop & Zumpe, 2019;Robinson, 2018;Robinson et al, 2020).…”

Section: The Design Of the Interventionsmentioning

confidence: 99%

Addressing inequity and underachievement: Intervening to improve middle leaders’problem-solving conversations

et al. 2022

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Reducing inequity is the moral imperative confronting today’s educational leaders. Central to reducing inequity is leaders’ ability to solve the school-based problems that contribute to it, while building the positive and trusting professional relationships required for teachers to commit to the hard work of improvement. A theory of collaborative problem-solving informed our intervention designed to improve the effectiveness of leaders’ behaviour as they worked with their teachers to accelerate the reading achievement of students yet to reach age-related standards. A concurrent mixed methods design was used to evaluate the impact of the intervention by analysing transcripts of interviews and leader-teacher conversations and student reading achievement data. Leaders’ effectiveness in their conversations improved significantly as did the reading outcomes of their target students. Our findings suggest that even short interventions grounded in strong theory with appropriate learning opportunities can affect a positive change in leadership behaviour and student outcomes.

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“…During the constraint analysis, I read and reread the participants' interviews and related policy documents multiple times, paying closer attention to those revealing explanations for actions and trying to keep a low level of inference as much as possible (Sinnema et al, 2021). I used an iterative process for determining constraints that could explain the actions by checking back and forth between the reported constraints and information gained from other sources (Robinson & Lai, 2006), such as accounts of participants from other groups or other HEIs, or policy documents.…”

Section: Individual Toa Constructionmentioning

confidence: 99%

Faculty evaluation in higher education: a theory-of-action case study in Vietnam

Nguyen¹

2022

Preprint

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The study has two key implications. First, it suggests the improvement of faculty evaluation policymaking and implementation by revising several existing constraints and by adding some cultural and individual constraints to the current theories of action. The faculty evaluation problems could be solved by improving the quality of evaluation processes and data, reconceptualising SET and voting evaluation, and treating faculty members’ underperformance as a collective problem. Second, the study suggests a framework to predict the likely success of future intervention on faculty evaluation. For instance, faculty evaluation for learning and improvement will be more feasible if policymakers and implementers prioritise transformational purposes and make joint efforts to foster dialogues and collaboration among individuals and groups. My study also highlights the need to understand faculty evaluation, and possibly other higher education practices in Vietnam, in religious contexts and from individual participants’ spiritual values or philosophical backgrounds. The study implications are applicable to Vietnamese higher education and potentially to other educational settings with similar characteristics.

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A theory of action account of an across-school collaboration policy in practice

Cited by 10 publications

References 58 publications

Leading new, deeper forms of collaborative cultures: Questions and pathways

Leading new, deeper forms of collaborative cultures: Questions and pathways

Addressing inequity and underachievement: Intervening to improve middle leaders’problem-solving conversations

Faculty evaluation in higher education: a theory-of-action case study in Vietnam

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