Co‐operation and Tension between Autonomous Schools: a study of inter‐school networking

Busher, Hugh; Hodgkinson, Keith

doi:10.1080/0013191960480105

Cited by 9 publications

(7 citation statements)

References 12 publications

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“…This side of network life may play itself out in quite complex patterns. For example, Busher and Hodgkinson's (1996) work illustrates how complex webs of educational networks can emerge in education: secondary schools can form inter-school networks with similar institutions from the same schooling phase; simultaneously, each can form a network with its main feeder primary schools; moreover, some of the head teachers of these and other institutions can join together in a schoolleader network, while some of its staff can integrate still other professional networks, for example, ones linked to pedagogical or subject-centered renewal movements. Thus, networks of networks can emerge, often cross-cutting one another and forming interlocking structures.…”

Section: Network Ecologymentioning

confidence: 98%

“…This can lead school leaders into an ambivalent attitude toward networking: some value it, but are eager to resist common initiatives (e.g., the establishment of common records of achievement across schools) that they regard as infringements of their autonomy. To avoid the risk of serious collusion among participants, some inter-school networks adopt the principle of subsidiarity, according to which schools participating in a network may choose to ignore group discussions (Busher and Hodgkinson 1996). However, this solution itself can become a problem, because failing to adopt collective decisions may be a first step toward animosity from other partners and may ultimately lead to reciprocal, circular and mounting processes of relational disengagement.…”

Section: Disengagement and Dissolutionmentioning

confidence: 98%

“…Indeed, as Busher and Hodgkinson (1996) point out, interschool networks face continuous pressures toward fragmentation 3 : some of the participant organizations resist moves toward collective action and are keen to preserve their autonomy; others are seduced by other networks, or see additional advantages in joining them; still others believe that the cost of membership and participation is too high to afford. Over time, these centrifugal forces threaten to prevail over centripetal ones.…”

Section: Connectednessmentioning

confidence: 99%

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Thinking more deeply about networks in education

Lima

2008

J Educ Change

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In education, initiatives to restructure and reculture schools through their involvement in intra-and inter-institutional networks have grown in number in recent years. Networks of teachers and schools (often linked to institutions outside education) are becoming a key focus of change efforts promoted by professionals and policymakers. However, in current research, writing and policymaking, the use of the network concept has been generally vague, normative and mostly instrumental. This paper develops a discussion of network concepts and proposes more systematic, less normative ways of addressing and researching network issues in education. It outlines a set of key dimensions of intra-and inter-organizational networks and makes a case for more a comprehensive research approach to these phenomena.

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Section: Network Ecologymentioning

confidence: 98%

Section: Disengagement and Dissolutionmentioning

confidence: 98%

Section: Connectednessmentioning

confidence: 99%

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Thinking more deeply about networks in education

Lima

2008

J Educ Change

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“…Verfahren N * Studien (Zuordnung siehe Literaturverzeichnis) interviews 35 1,2,3,5,6,7,8,9,12,14,15,16,19,24,25,26,30,32,35,37,38,39,41,42,43,44,46,49,50,51,52,53,54,55,57 Fragebögen 20 6,9,12,14,15,18,25,32,37,38,40,41,43,44,45,47,48,52,...…”

Section: Tab 2: Eingesetzte Verfahren Zur Evaluationmentioning

confidence: 99%

“…eine ähnliche Abstufung im Anspruch des methodischen Vorgehens lässt sich bei den erfahrungsberichten erkennen. neben eingereichten Berichten der lehrkräfte ohne methodische Vorgaben (rué 2005) steht hier auch der systematische einsatz der "Critical incidents Technique" (gettinger et al 1999 22 6,9,14,15,18,19,22,24,25,26,30,32,34,35,40,41,45,47,51,52,55,57 einmalige Datenerhebung 11 2,5,7,16,37,38,39,43,44,46,53 Beschreibung/exploration 22 3,4,8,10,11,12,13,17,20,23,27,28,29,31,…”

Section: Forschungsansätzeunclassified

Results of national and international research on innovation school networks

et al. 2009

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Zusammenfassung: einhergehend mit der zunehmenden Bedeutung von Schulnetzwerken kann inzwischen bereits auf eine Vielzahl von Forschungsberichten im internationalen und deutschsprachigen raum zurückgegriffen werden. Allerdings fehlt bislang eine kompakte Zusammenstellung der Studien sowie der aus den Studien resultierenden Befunde. Der Beitrag nimmt dies zum Anlass, eine Übersicht zum Stand der nationalen wie internationalen Forschung zu schulischer Vernetzung zu erstellen. im ersten Kapitel werden theoretische Konzepte vorgestellt, die ein tieferes und auch konkreteres Verständnis schulischer innovationsnetzwerke ermöglichen. es folgt die Darstellung der empirischen Befunde zu schulischen innovationsnetzwerken, getrennt nach deutsch-und englischsprachigen Studien. Ausgehend von den dargestellten Befunden kann eine einheitlich positive Wirkung schulischer netzwerke nachgezeichnet werden. Der Beitrag schließt mit einer Diskussion der Potenziale künftiger netzwerkforschung. es werden konkrete Vorschläge unterbreitet, wie zukünftig sowohl methodische als auch theoretische Designs zur netzwerkforschung gestaltet werden können. Schlüsselwörter: literaturübersicht · innovationsnetzwerk · Schulnetzwerk · Schulreform Results of national and international research on innovation school networksAbstract: Accompanied by the increasing relevance of school networks, there are a lot of reports available in national and international research regarding this topic. However, a compact summary of those studies and their findings is missing by now. Therefore, this article synthesizes the current research on school networks. Starting with the introduction of theoretical concepts for a Z erziehungswiss (Das literaturverzeichnis ist in zwei Abschnitte eingeteilt. im Anschluss an die im Aufsatz zitierten Quellen findet sich eine gesonderte Auflistung der in das Review der internationalen netzwerkforschung eingegangenen Studien. Diese Studien wurden als zitierte Quellen nicht doppelt in den ersten Abschnitt der literaturliste aufgenommen.

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