The potential, limitations and evaluation of education networks in a monocentric system

Autores/as

  • Joe O'Hara Dublin City University https://orcid.org/0000-0003-1956-7640
  • Martin Brown Centre for Evaluation, Quality and Inspection (EQI) Dublin City University https://orcid.org/0000-0002-5436-354X
  • Gerry McNamara Centre for Evaluation, Quality and Inspection (EQI) Dublin City University
  • Paddy Shevlin Centre for Evaluation, Quality and Inspection (EQI) Dublin City University

DOI:

https://doi.org/10.6018/rie.397201

Palabras clave:

Gestión, Redes Escolares, Estándares de Evaluación, Capital Profesional

Resumen

En casi todos los sistemas educativos cada vez se incentiva más el interés por establecer y promover redes educativas locales. En el caso de Irlanda, se han establecido redes educati-vas financiadas conocidas como ‘education clusters’ fomentar la colaboración entre centros educativos con el objetivo de mejorar su capacidad innovadora, así como la rentabilidad de la inversión educativa a través de economías de escala. Aunque este enfoque es meritorio en teoría, existen limitadas evidencias acerca de cómo los integrantes de estas redes perciben sus priori-dades. También existen pocas investigaciones sobre quién debería delimitar las metodologías y estándares de evaluación para las redes. Así, nuestro estudio está guiado por tres cuestiones interconectadas, respondidas utilizando el caso irlandés como ejemplo: cuáles deberían ser las prioridades de la red, cuáles son los beneficios y retos de dichas prioridades, y quién debería implicarse en el desarrollo de su evaluación.
Los hallazgos revelan que, aunque en teoría los beneficios de las redes educativas relacio-nados con la mejora del capital profesional son evidentes, todavía hay muchas cuestiones que resolver para conseguir que las redes sean capaces de generar dichos beneficios. Estas incluyen las limitaciones de la reciprocidad entre los miembros de las redes y la necesidad de apoyos para moderar la naturaleza competitiva de los centros educativos dentro de una red, permitiendo de esta manera la existencia de una colaboración competitiva. En esta investigación, una mayoría significativa de directores de centro no estaban de acuerdo con la idea de utilizar las redes educativas como un mecanismo de reducción de costes a través de las economías de escala.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Azorín, C. M., & Muijs, D. (2017). Networks and collaboration in Spanish education policy. Educational Research, 59(3), 273-296.

Barber, M., Chijioke, C., & Mourshed, M. (2010). Education: How the world’s most improved school systems keep getting better. London: McKinsey & Company.

Brown, M., McNamra, G., & O’Hara, J. (2015). School Inspection in a Polycentric Context: The case of Northern Ireland. Dublin: EQI.

Brown M.,McNamara G.,O’Hara J.,O'Brien S. & Faddar J. (2018) 'Integrated co-professional evaluation? Converging approaches to school evaluation across frontiers'. Australian Journal of Teacher Education, 43 (12):76-90

Centre for School Leadership (2018a). Excellence through Collaborative Leadership and Management. Retrieved from: https://www.cslireland.ie/leadership-clusters.html

Centre for School Leadership (2018b). Application Form for Clusters. Retrieved from: https://www.cslireland.ie/leadership-clusters.html

Centre for School Leadership (2018c). Excellence through Collaborative Leadership and Management. Retrieved from: https://www.cslireland.ie/leadership-clusters.html

Chapman, C. (2008). Towards a framework for school-to-school networking in challenging circumstances. Educational research, 50(4), 403-420.

Chapman, C., & Hadfield, M. (2010). Realising the potential of school-based networks. Educational research, 52(3), 309-323.

Chapman, C, & Hadfield, M. (2009). Leading school-based networks. London: Routledge.

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. London: Sage Publications.

Daly, A., and Finnigan, K. (2012). Exploring the space between: Social networks, trust, and urban school district leaders. Journal of School Leadership, 22(3), pp. 493–530.

Department of Education and Skills (2012). Circular 0040/2012. Dublin: Department of Education and Skills.

Department of Education and Skills (2018a). Schools funded to work together on Experimental Projects, as Minister Bruton rewards Excellence & Innovation [Press release]. Retrieved from https://www.education.ie/en/Press-Events/Press-Releases/2018-press-releases/PR2018-04-02.html

Department of Education and Skills (2018b). A Short Guide to the areas of provision and the services supported by Teacher Education Section. Available at:

https://www.education.ie/en/Education-Staff/Information/-New-Teachers/Teacher-Education-Section-A-Short-Guide.pdf

Department of Education and Skills (2019). Cumasu: Empowering Through Education. Available at: https://www.education.ie/en/Publications/Corporate-Reports/Strategy-Statement/action-plan-for-education-2019.pdf

Ehren, M. C., & Godfrey, D. (2017). External accountability of collaborative arrangements; a case study of a Multi Academy Trust in England. Educational Assessment, Evaluation and Accountability, 29(4), 339-362.

Ehren, M. Janssens, F., Brown, M., McNamara, G., O’Hara, J. & Shevlin, P. (2017).

Evaluation and decentralised governance: the case of inspections in polycentric education systems. Journal of Educational Change, 18 (3), 365-383.

Díaz-Gibson, J., Civís, M., Daly, A.J., Longás, J. & Riera, J. (2017). “Networked leadership in educational collaborative networks”, Educational Management Administration & Leadership, 45 (6), 1040-1059. Friel, N., Chestnutt, H., & Chapman, C. (2017). Taking the lead: teachers leading educational reform through collaborative enquiry in Scotland. In Teachers Leading Educational Reform (pp. 27-47). London: Routledge.

Glazer, J. & Peurach, D. (2013). School Improvement Networks as a Strategy for Large-Scale Education Reform The Role of Educational Environments. Educational Policy, 27(4), 676–710.

González, A., Pino, M. & Ahumada, L. (2017). Transitar desde el mejoramiento escolar al mejoramiento sistémico: Oportunidades y desafíos de las redes escolares en Chile. Chile: Centro de Liderazgo para la Mejora Escolar.

Goodall, J, Day, C, Lindsay, G, Muijs, D & Harris, A. (2005). Evaluating the Impact of Continuing Professional Development. vol. Research Report RR659, London:Department for Education.

Government of Ireland (2018). Empowering through learning. Action Plan for Education 2019.Available at: https://www.education.ie/en/Publications/Corporate-Reports/Strategy-Statement/action-plan-for-education-2019.pdf

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York:Teachers College Press.

Janssens, F. J., & Ehren, M. C. (2016). Toward a model of school inspections in a polycentric system. Evaluation and program planning, 56, 88-98.

Lawlor, A. (2014). Transitions Toward Transformation: Exploring Continuing Professional Development for Teachers in Ireland (2 Vols.). Doctoral dissertation, National University of Ireland Maynooth.

Lieberman, A., & McLaughlin, M. W. (1992). Networks for educational change: Powerful and problematic. Phi delta kappan, 73(9), 673.

McCormick, R., Fox, A., Carmichael, P., & Procter, R. (2010). Researching and understanding educational networks. London:Routledge.

Miles, M. & Huberman, A. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Thousand Oaks, CA: Sage Publications.

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

Moolenaar, N. (2010). Ties with potential. Nature, antecedents, and consequences of social networks in school teams. PhD thesis, University of Amsterdam.

Morgan, D.F & Cook, B.J. ( 2015) New Public Governance: A Regime Centred Perspective. London: Routledge

OECD (2012). Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD Publishing. DOI: http://dx.doi.org/10.1787/9789264130852-e

OECD (2015) Improving schools in Scotland: an OECD perspective. OECD, Paris.

Katz, S., & Earl, L. (2007). Creating New Knowledge: Evaluating Networked Learning Communities. Education Canada, 47(1), 34-37.

Provan, K. G., & Kenis, P. (2008). Modes of network governance: Structure, management, and effectiveness. Journal of public administration research and theory, 18(2), 229-252.

Wohlstetter, P., Malloy, C. L., Chau, D., & Polhemus, J. L. (2003) .Improving schools through networks: A new approach to urban school reform. Educational Policy, 17(4), 399-430.

Prenger, R., Poortman, C. L., & Handelzalts, A. (2018). The Effects of Networked Professional Learning Communities. Journal of Teacher Education. DOI: 0022487117753574.

Sammons, P., Mujtaba, T., Earl, L., & Gu, Q. (2007).Participation in network learning community programmes and standards of pupil achievement: Does it make a difference? School Leadership and Management, 27(3), 213-238.

Teacher Professional Networks (2017). What is the Teacher Professional Networks Scheme (TPN)? Available at: http://www.tpnetworks.ie/

Smith, A. K., & Wohlstetter, P. (2001). Reform through school networks: A new kind of authority and accountability. Educational policy, 15(4), 499-519.

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

Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246.

Descargas

Publicado

31-12-2019

Cómo citar

O’Hara, J., Brown, M., McNamara, G., & Shevlin, P. (2019). The potential, limitations and evaluation of education networks in a monocentric system. Revista De Investigación Educativa, 38(1), 33-52. https://doi.org/10.6018/rie.397201

Número

Sección

Artículos