Research-practice partnerships: a strategy for promoting educational recovery

Mel Ainscow

doi:10.4151/07189729-Vol.62-Iss.1-Art.1424

Autores/as

Mel Ainscow

DOI:

https://doi.org/10.4151/07189729-Vol.62-Iss.1-Art.1424

Palabras clave:

Educational recovery collaboration inquiry ecology of equity.

Resumen

This paper argues that efforts to help education systems recover following the recent global pandemic should involve collaboration amongst schools, and partnerships between practitioners and academic researchers. Drawing on a series of projects carried out over the last three decades, this approach is defined as a process of knowledge-generation that occurs when researcher and practitioner knowledge meet in particular sites. Underlying these collaborations is a common pattern. Most importantly, they involve an engagement with evidence collected by practitioners with support from university researchers. The paper points to the potential benefits of the approach, whilst also throwing light on some of the challenges involved.

Citas

Ver listado de Referencias

Ainscow, M. (1999). Understanding the development of inclusive schools. London: Routledge.

Ainscow, M. (2010). Achieving excellence and equity: reflections on the development of practices in one local district over 10 years. School Effectiveness and School Improvement, 21(1), 75-91.

Ainscow, M. (2012). Moving knowledge around: strategies for fostering equity within educational systems. Journal of Educational Change, 13(3), 289-310.

Ainscow, M. (2015). Towards self-improving school systems: lessons from a city challenge. London: Routledge.

Ainscow, M., Booth, T., & Dyson, A. (2004). Understanding and developing inclusive practices in schools: A collaborative action research network. International journal of inclusive education, 8(2), 125-139.

Ainscow, M., Booth, T., & Dyson, A. (2006). Improving Schools, Developing Inclusion. London: Routledge.

Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2012a). Developing equitable education systems. London: Routledge.

Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2012b). Making schools effective for all: rethinking the task. School Leadership and Management, 32(3), 1-17.

Ainscow, M., & Hopkins, D. (1992). Aboard the ‘Moving School’. Educational Leadership, 50(3), 79-81.

Ainscow, M., & Howes, A. (2007). Working together to improve urban secondary schools: a study of practice in one city. School Leadership and Management, 27, 285-300.

Ainscow, M., Muijs, D., & West, M. (2006). Collaboration as a strategy for improving schools in challenging circumstances. Improving Schools, 9(3), 1-11.

Ainscow, M., & Southworth, G. (1996). School improvement: A study of the roles of leaders and external consultants. School Effectiveness and School Improvement, 7, 229-251.

Ainscow, M., & West, M. (Eds.). (2006). Improving urban schools: leadership and collaboration. United Kingdom: McGraw-Hill Education.

Argyris, C., & Schön, D. (1996). Organisational Learning II: theory, method and practice. Reading MA: Addision Wesley.

Armstrong, P., & Ainscow, M. (2018). School-to-school support within a competitive education system: Views from the inside. School Effectiveness, School Improvement, 29(4), 614-633.

Armstrong, P., Rayner, S., & Ainscow, M. (2021). Bridging the digital divide: Greater Manchester schools creating pathways to success. In On Digital Inequalities: Analysis and ideas on addressing digital inequalities (pp. 37-41). United Kingdom: University of Manchester.

Barrs, S., Bernardes, E., Elwick, A., Malortie, A., McAleavy, T., McInerney, L., . . . Rigall, A. (2014). Lessons from London schools: investigating the success. Reading: CfBT Trust.

Bubb, S., Crossley-Holland, J., Cordiner, J., Cousin, S., & Earley, P. (2019). Understanding the middle tier: Comparative costs of academy and LA-maintained school systems. London: Sara Bubb Associates.

Campbell, A., & Groundwater-Smith, S. (Eds.). (2007). An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research. London: Routledge.

Chapman, C., & Ainscow, M. (Eds.). (2021). Educational equity: Pathways to success. London: Routledge.

Chapman, C., & Hadfield, M. (2010). School-based networking for educational change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second handbook of educational change (pp. 765-780). London: Springer.

Claeys, A., Kempton, J., & Paterson, C. (2014). Regional challenges: a collaborative approach to

Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.

Dobbie, W., & Fryer, R. G. (2009). Are high-quality schools enough to close the achievement gap? Evidence from a bold social experiment in Harlem. Cambridge: Harvard University.

Dyson, A., Gallannaugh, F., & Millward, A. (2003). Making space in the standards agenda: Developing inclusive practices in schools. European Educational Research Journal, 2, 228-244.

Elliott, J. (1991). Action research for educational change. Buckingham, UK: Open University Press.

Eraut, M. (1994). Developing professional knowledge and competence. London: Falmer Press.

Fielding, M., Bragg, S., Craig, J., Cunningham, I., Eraut, M., Gillinson, S., . . . Thorp, J. (2005). Factors influencing the transfer of good practice. Nottingham: DfES Publications.

Fullan, M. (2007). The new meaning of educational change (4th Ed.). New York: Teachers College Press.

Greaves, E., Macmillan, L., & Sibieta, L. (2014). Lessons from London schools for attainment gaps and social mobility. London: The Social Mobility and Child Poverty Commission.

Grossman, A. S., Lombard, A., & Fisher, N. (2014). StriveTogether: Reinventing the local education ecosystem. Harvard Business School.

Groundwater-Smith, S. (2011). Concerning equity: the voice of young people. Leading and Managing, 17(2), 52-65.

Harris, J., Carrington, S., & Ainscow, M. (Eds.). (2017). Promoting equity in schools: collaboration, inquiry and ethical leadership. London: Routledge.

Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: what would it look like and how can we get one? Educational Researcher, 31(5), 3-15.

Hill, R. (2008). Achieving more together: adding value through partnership. Leicester: ASCL.

Hopkins, D. (2007). Every school a great school: realizing the potential of system leadership. Maidenhead: Open University Press.

Hopkins, D., Ainscow, M., & West, M. (1994). School improvement in an era of change. London: Cassell.

Howes, A., Booth, T., Dyson, A., & Frankham, J. (2005). Teacher learning and the development of inclusive practices and policies: Framing and context. Research Papers in Education, 20, 133-148.

Howes, A., Frankham, J., Ainscow, M., & Farrell, P. (2004). The action in action research: Mediating and developing inclusive intentions. Educational Action Research, 12, 239-258.

Huberman, M. (1993). The model of the independent artisan in teachers’ professional relationships. In J. W. Little, & M. W. McLaughlin (Eds.), Teachers’ Work: Individuals, Colleagues and Contexts. New York: Teachers College Press.

Hutchings, M., Hollingworth, S., Mansaray, A., Rose, R., & Greenwood, C. (2012). Research report DFE-RR215: Evaluation of the City Challenge programme. London: Department for Education.

Kemmis, S. (2010). Research for praxis: knowing doing. Pedagogy, Culture and Society, 18, 9-27.

Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong: Deakin University Press.

Kerr, K., Dyson, A., & Raffo, C. (2014). Education, disadvantage and place: Making the local matter. Bristol: Policy Press.

Kidson, M., & Norris, E. (2014). Implementing the London Challenge. London: Joseph Rowntree Foundation.

Lambert, L. (2005). Constructivist leadership. In B. Davies (Ed.), The essentials of school leadership (pp. 93-109). London: Paul Chapman Publishing and Corwin Press.

Lefstein, A., Vedder-Weiss, D., & Segal, A. (2020). Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk. Educational Researcher, 49(5), 360-368. doi:10.3102/0013189X20922998

Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34-46.

Locke, T., Alcorn, N., & O’Neill, J. (2013). Ethical issues in collaborative action research. Educational Action Research, 21, 107-123.

Messiou, K., & Ainscow, M. (2015). Engaging with the views of pupils: a catalyst for powerful teacher development? Teacher and Teacher Education Teaching and Teacher Education, 51, 246-255.

Messiou, K., & Ainscow, M. (2020). Inclusive Inquiry: student-teacher dialogue as a means of promoting inclusion in schools. British Journal of Educational Research, 46(3), 670-687.

Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., . . . Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61.

Muijs, D., Ainscow, M., Chapman, C., & West, M. (2011). Collaboration and networking in education. London: Springer.

Muijs, D., West, M., & Ainscow, M. (2010). Why network? Theoretical perspectives on networking. School Effectiveness and School Improvement, 21(1), 5-26.

Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of Action research: Participative inquiry and practice. London: Sage.

Riehl, C. J. (2000). The principal’s role in creating inclusive schools for diverse students: a review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55-81.

Sadker, D. M., Sadker, M., Zittleman, K. R., & Sadker, M. (2009). Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it. New York, Scribner.

Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Schön, D. (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.

Skrtic, T. M. (1991). The special education paradox: equity as the way to excellence, Harvard Educational Review, 61(2), 148-206.

Spina, N., Harris, J., Carrington, S., & Ainscow, M. (2019). Resisting governance by numbers: Some lessons from schools. En Re-imagining education for democracy (pp. 42-55). London: Routledge.

Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London: Heinemann.

United Nations Educational, Scientific and Cultural Organization. (2017). A guide for ensuring inclusion and equity in education. Paris: UNESCO.

United Nations Educational, Scientific and Cultural Organization. (2020). Education in a post-COVID world: Nine ideas for public action. Paris: UNESCO.

Wasser, J. D., & Bresler, L. (1996). Working in the interpretive zone: Conceptualizing collaboration in qualitative research teams. Educational researcher, 25(5), 5-15.

Wenger, E. (1998). Communities of Practice: Learning, meaning and identity. Cambridge: Cambridge University Press.

West, M., & Ainscow, M. (2010). Improving schools in Hong Kong: a description of the improvement model and some reflections on its impact on schools, teachers and school principals. In S. Huber (Ed.), School leadership - International Perspectives (pp. 1-18). London: Springer.

Whitehurst, G. J., & Croft, M. (2010). The Harlem Children’s Zone, promise neighborhoods, and the broader, bolder approach to education. Washington: The Brookings Institution.

Yurkofsky, M. M., Peterson, A. J., Mehta, J. D., Horwitz-Willis, R., & Frumin, K. M. (2020). Research on continuous improvement: Exploring the complexities of managing educational change. Review of Research in Education, 44(1), 403-433.