Cross-sector early years teacher collaboration: using professional learning workshops as boundary objects for professional boundary crossing

Garner, Rosemarie; Nicholas, Maria; Rouse, Elizabeth

doi:10.1080/1350293x.2021.1968462

Cited by 3 publications

(5 citation statements)

References 23 publications

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“…Recently The research points to a wide range of benefits from the community school approach (Galindo and Sanders, 2019 [86]; Lawson and van Veen, 2016 [82]; Maier et al, 2017[94]; Mayger and Hochbein, 2021 [95]; Weeks, 2022 [83]), while acknowledging that it can also generate uneven results (Mayger and Hochbein, 2021 [95]). From an equity perspective, community schools have improved the lives of marginalised children by expanding their opportunities and removing learning barriers (Mayger and Hochbein, 2021 [95]).…”

Section: Box 52 Community Schools On the Rise In The United Statesmentioning

confidence: 99%

“…Galindo and Sanders (2019 [86]) summarise key findings from several articles in a special edition of the Journal of Education for Students Placed at Risk. They assert that longitudinal research has found positive effects of (full-service) community schools on student outcomes.…”

Section: Box 52 Community Schools On the Rise In The United Statesmentioning

confidence: 99%

“…They also found that it is vital for stakeholders to have an intentional focus on equity among the stakeholders to reduce the risk of not accommodating the students with the biggest needs. The three other key findings from Galindo and Sanders' (2019 [86]) summary are used below to frame a deepened discussion about community schools, including both implementation-related lessons for policy development and implementation of community schools.…”

Section: Box 52 Community Schools On the Rise In The United Statesmentioning

confidence: 99%

“…Principals need to have the characteristics, skills and knowledge required to successfully reform systems at various levels (Mayger and Provinzano, 2022 [99]), since changes have to be made to existing structures, practices and partnerships at school sites to take the comprehensive approach (Maier et al, 2017[94]). Furthermore, principals need to operate keeping equity in mind, to ensure the highest impact for the students they serve (Galindo and Sanders, 2019 [86]; Mayger and Provinzano, 2022 [99]).…”

Section: Box 52 Community Schools On the Rise In The United Statesmentioning

confidence: 99%

“…Issues related to the complexity in bridging different organisations and professions and make them work well together are particularly emphasised (FitzGerald and Quiñones, 2018 [85]; Galindo and Sanders, 2019 [86]; Lawson and van Veen, 2016 [82]; Mayger and Hochbein, 2021 [95]; Weeks, 2022 [83]). Important parts to succeed seem to be the presence of an intermediary bridge-building community school coordinator (FitzGerald and Quiñones, 2018 [85]; Galindo and Sanders, 2019 [86]; Lawson and van Veen, 2016 [82]; Weeks, 2022 [83]), involvement from the different actors throughout the decision-making process (Maier et al, 2017[94]), shared responsibility, clear expectations and alignment of goals between the collaborating organisations (Galindo and Sanders, 2019 [86]; Lawson and van Veen, 2016 [82]; Maier et al, 2017[94]; Quinn and Blank, 2020 [87]), a focus on building trust (Doornenbal and Kruiter, 2016 [89]; Galindo and Sanders, 2019 [86]; Mayger and Hochbein, 2021 [95]) and treating it as a long-term but adaptable form of collaboration (Lawson and van Veen, 2016 [82]; Quinn and Blank, 2020 [87]) rather than a short-term project. Furthermore, it is vital that the collaboration is continuously warranted for all the collaborating actorsit has to meet the needs of all the involved partners, which is ensured through recurring shared evaluations (Lawson and van Veen, 2016 [100]; Weeks, 2022 [83]).…”

Section: Lessons For Collaborationmentioning

confidence: 99%

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Cross-sector and interprofessional collaborations

2022

OECD Education Working Papers

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OECD education systems place a premium on high-quality teaching and look to strengthen the attractiveness of the teaching profession in the mid-to long-term. This paper considers if, when and under what circumstances new or ameliorated interprofessional and crosssectoral collaborations may strengthen the teaching profession. It also introduces "personas" as a tool to illuminate how various stakeholders may respond to a given policy. This tool can inform smarter policy design and implementation choices. Based on the literature within and outside the education sector and concrete, cutting-edge examples, the paper identifies common facilitating features and proposes a set of guiding principles that can aid policy makers and practitioners in decisions related to the introduction or development of cross-sector or interprofessional collaborations. The paper concludes that cross-sector and interprofessional collaborations, under certain circumstances, can strengthen the teaching profession, by supporting, attracting and retaining a diverse teacher workforce and improving student outcomes.

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Section: Box 52 Community Schools On the Rise In The United Statesmentioning

confidence: 99%

Section: Box 52 Community Schools On the Rise In The United Statesmentioning

confidence: 99%

Section: Box 52 Community Schools On the Rise In The United Statesmentioning

confidence: 99%

Section: Box 52 Community Schools On the Rise In The United Statesmentioning

confidence: 99%

Section: Lessons For Collaborationmentioning

confidence: 99%

See 3 more Smart Citations

Cross-sector and interprofessional collaborations

2022

OECD Education Working Papers

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Cross-sector collaborations via Facebook: teachers’ use of social media

2023

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This paper reports on a study that explored the user-driven inter-organisational professional learning that teachers from two education systems collectively engaged in via social media. A dedicated Facebook group was established to enable Australian early childhood teachers (sector one) and primary school teachers (sector two) to engage in collaborations that would support children’s transition to school. Using an Activity Theory framework, findings showed that the site was mainly used by early childhood teachers to seek peer support in meeting reporting requirements, and that school teachers rarely posted. As such, the capacity of the Facebook group to support inter-organisational cross-sector collaboration and learning was challenged as determined by the most active participants within the site, while reinforcing the group’s capacity to support ‘just in time’ intra-organisational professional learning. This highlights a need for further research to explore the ways and means by which social media may best facilitate cross-sector collaboration between education systems, such as a more focussed and integrated use of social media during face-to-face cross-sector professional learning.

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