Social Capital in the Autonomous World of Teachers

Haslam, Ian R.; Khine, Myint Swe

doi:10.1007/978-94-6300-651-4_1

Cited by 2 publications

(2 citation statements)

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“…Collaboration has many advantages and the key benefits of this strategy have been well documented (Borda et al, 2018; DuFour & Reeves, 2016; Flanagan et al, 2016; Ford & Youngs, 2017; Hargreaves, 2017; Haslam & Khine, 2016; Johnson et al, 2018; Muijs, 2015; Sharratt, 2018, 2019; Sharratt & Planche, 2016; Tichnor-Wagner et al, 2016). In particular, organisations employ collaboration as a strategy to mitigate the negative effects of silos and silo mentality (Dean, 2010; Kilgore & Reynolds, 2011; Lloyd, 2016; Willcock, 2013).…”

Section: Collaboration As An Organisational Strategymentioning

confidence: 99%

“…A global and historical culture of individualism has moved towards a more collaborative way of working in schools and reflects thinking that collective professional learning can generate the shared leadership for social capital needed in long lasting capacity building (Adolfsson & Håkansson, 2019; Hargreaves, 2012, 2017; Honingh & Hooge, 2013; Jones & Harris, 2014; Vangrieken et al, 2015). However, strategies employed for school improvement initiatives are an investment in time, money and people (Hargreaves, 2012; Haslam & Khine, 2016) and therefore, require critical reflection on the impact of their implementation, and practical application, for those working in schools (Graves & Moore, 2018).…”

Section: Collaboration As An Organisational Strategymentioning

confidence: 99%

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Optimising leadership: Conceptualising cognitive constraints of sociality and collaboration in Australian secondary schools

2020

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School improvement frameworks and their associated reform efforts often have limited durability and are frequently not fully implemented. Improving their viability, requires a more realistic understanding of contextual organisational structures and the school culture in which the reform is to be implemented. Internationally, and in Australia specifically, education research has informed policy heavily promoting collaboration as a school improvement strategy, with the aim of building teacher capability and student achievement. Consequently, secondary school leaders are charged with promoting the need for teachers to collaborate meaningfully with hundreds of students, carers, parents and colleagues each week across the ‘silos’ of subject departments and grade levels in their school. Social Brain Theory suggests that there are cognitive limits on the number of natural face-to-face social interactions that one can have and maintain. Relationships require significant investment in time and frequency. Additionally, sociality is much more cognitively demanding than at first thought, having unforeseen influence on improvement efforts. The number of interactions required in a collaborative environment, an individual’s likely cognitive overload and the ‘silo’ nature of the school’s organisational structure must all be considered. This paper offers an alternative theoretical framework to support policy makers and leaders in optimising school improvement efforts.

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