Networks in New York City

Wohlstetter, Priscilla; Houston, David M.; Buck, Brandon

doi:10.1177/0895904814556753

Cited by 13 publications

(6 citation statements)

References 17 publications

(12 reference statements)

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“…For educational policy and practice, this study also has several implications. First, in the past years, the government and policies have endowed individual schools with greater independence and autonomy instead of imposing top-down mandates (Sliwka, 2003; Wohlstetter et al, 2015). Nevertheless, it must be realized that interdependence is as essential as independence even in a competitive educational system (Ainscow et al, 2016; Armstrong and Ainscow, 2018).…”

Section: Discussion and Implicationmentioning

confidence: 99%

“…In response to “the complexity of the work of education and the wide variability in outcomes that our systems currently produce” (Bryk, 2015: 467), school-to-school collaboration has become increasingly prevalent in K-12 education across the world over recent years (Azorín and Muijs, 2017; Chapman and Hadfield, 2010; Muijs et al, 2010; Sliwka, 2003). A set of studies have discussed the policies and practices of school networks and collaboration in different educational systems such as Belgium (Feys and Devos, 2015), Chile (Pino-Yancovic et al, 2020), Germany (Schulz and Geithner, 2010), Portugal (Lima and Dâmaso, 2019), Spain (Azorín and Muijs, 2017; Díaz-Gibson et al, 2017), the United Kingdom (Chapman, 2008, 2015; Dudley, 2011; Katz and Earl, 2010; Muijs, 2008), and the United States (Bryk, 2015; Proger et al, 2017; Wells et al, 2015; Wohlstetter et al, 2003, 2015), etc. These studies have suggested that school-to-school collaboration has several advantages such as (a) exchanging ideas, knowledge, and resources, (b) providing mutual support and challenge, (c) promoting professional development, and (d) facilitating innovation (Chapman, 2015; Chapman and Muijs, 2014; Keddie, 2014; Moore and Rutherford, 2012; OECD, 2003; Pino-Yancovic et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

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The relationship between reciprocal school-to-school collaboration and student academic achievement

Wu¹,

Shen²,

Reeves³

et al. 2021

Educational Management Administration & Leadership

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Despite the appeal of promoting and forming collaborative relationships between schools, empirical evidence for an association between school-to-school collaboration and school outcomes is still somewhat lacking. This study utilized data from 76 schools nested within 56 districts in the United States to examine the association between a school's reciprocal relationships and school outcomes by employing social network analysis and hierarchical linear modeling (HLM). After controlling for school and district demographic characteristics, we found the indices of reciprocal collaboration are associated with the school's 2018 student proficiency level in both math and reading and the growth in proficiency level between 2017 and 2018. The implications and limitations were discussed.

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Section: Discussion and Implicationmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The relationship between reciprocal school-to-school collaboration and student academic achievement

Wu¹,

Shen²,

Reeves³

et al. 2021

Educational Management Administration & Leadership

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“…51 Collaborative professionalism and change: Kenya, India and Rwanda to operate under new forms of autonomy (Wohlstetter et al, 2014;Bodilly et al, 2004).…”

Section: International Evidencementioning

confidence: 99%

Systems Thinking in International Education and Development

2023

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Her research advances systems and decolonial understandings of education, development and sustainability, highlighting questions of power, inequality and participation. Katie Godwin is the Research Lead for the Education Commission's Education Workforce Initiative. She is from the United States and is currently based in Madrid, Spain, working as a consultant in global education research and policy. She led the development of EWI's flagship report, 'Transforming the Education Workforce', and supports EWI's in-country work to develop education workforce reform options with Ghana, Sierra Leone and Vietnam.Abe Grindle is a Director on Co-Impact's programmes team, where he helps to oversee the sourcing, vetting, structuring and support of philanthropic systems change grants. Prior to joining Co-Impact, Abe spent almost a decade with the Bridgespan Group, where he directed teams advising leading philanthropists and NGOs operating in Africa, the Caribbean, India and North America. Abe received an MSc in Technology and Policy from MIT, where he also completed an MSc in Aeronautics and Astronautics.Charlotte Jones is Global Head R&D at Education Development Trust, responsible for the development of evidence-informed solutions and new innovations across the charity. With a background in change management and organisational effectiveness, she is passionate about giving policymakers the practical tools to deliver on their promises.

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“…It is increasingly recognised that these Model Y-type approaches alone are not adequate for large-scale change. Challenges have been identified, including uncertainty about the ownership of responsibility, and some roles lacking legitimacy or the capacity to operate under new forms of autonomy (Wohlstetter et al, 2014;Bodilly et al, 2004).…”

Section: International Evidencementioning

confidence: 99%

Collaborative professionalism and education system change: new evidence from Kenya, India and Rwanda

Jones¹,

Rutayisire²,

Amenya³

et al. 2023

Systems Thinking in International Education and Development

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We sit together, and share what we can't do alone.Leader of Learning, Rwanda OVERVIEW This chapter offers new empirical evidence on the characteristics of collaborative professional relationships, and how these relationships can function to bring about positive education system change. It argues that collaborative professionalism is one example of systems thinking that can be applied to the field of education development, and to large-scale change management in the Global South. By collaborative professionalism, we refer to peer professionals -in this case teachers or headteachers -working together in network structures, such as communities of practice (CoPs), to share learnings and improve their practice. By education system, we mean the people, processes, relationships, resources and institutions that interact to deliver education outcomes (DFID, 2018).The chapter provides a synthesis of emerging empirical evidence from three settings -in Kenya, India and Rwanda -to illustrate the characteristics of collaborative professionalism in contexts where it has been applied at scale to bring about shifts in learning outcomes.Leading academics recognise that public sector reforms often fail to translate policy into practice, and they call for a better understanding of 'how change happens'. In other words, there has been a push for

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Networks in New York City

Cited by 13 publications

References 17 publications

The relationship between reciprocal school-to-school collaboration and student academic achievement

The relationship between reciprocal school-to-school collaboration and student academic achievement

Systems Thinking in International Education and Development

Collaborative professionalism and education system change: new evidence from Kenya, India and Rwanda

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