Collaborative reform for schools in difficulty

Chapman, C. and Allen, T. (2006) Collaborative reform for schools in difficulty. Improving Schools, 9(3), pp. 291-301. (doi:10.1177/1365480206072269)

Full text not currently available from Enlighten.


This article draws on findings from two English research projects exploring collaborative reform for schools in difficulty. Initially, the article provides a brief policy overview of some of the key policy drivers of educational reform in England during the past decade. This contextual analysis is used to provide background for the exploration of two contrasting examples of collaborative models for improvement. First, the central government policy of ‘Federating’ schools is considered; second, the Specialist Schools and Academies Trust ‘Specialist Schools Achievement Programme’ is examined. The article draws together some emerging key themes from the models to discuss their implications for the future development of models for improvement in schools in difficulty. In conclusion, the article presents a number of propositions that require further exploration.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Chapman, Professor Christopher
Authors: Chapman, C., and Allen, T.
College/School:College of Social Sciences > School of Education
Journal Name:Improving Schools
Publisher:Sage Publications Ltd.

University Staff: Request a correction | Enlighten Editors: Update this record