Ainscow, M. , Dyson, A., Goldrick, S. and West, M. (2016) Using collaborative inquiry to foster equity within school systems: opportunities and barriers. School Effectiveness and School Improvement, 27(1), pp. 7-23. (doi: 10.1080/09243453.2014.939591)
Full text not currently available from Enlighten.
Abstract
Drawing on experiences in England over many years, this paper explores the authors’ efforts to use collaborative inquiry in order to foster greater equity within schools. All of this is set within national policy contexts that emphasise increased school autonomy, competition, and accountability as central improvement strategies. It is argued that whilst such contexts create worrying challenges in relation to equity, they also open up new opportunities for moving forward. The paper concludes that national policies have to foster greater flexibility at the local level, so that practitioners have the space to analyse their particular circumstances and determine priorities accordingly.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Ainscow, Professor Mel |
| Authors: | Ainscow, M., Dyson, A., Goldrick, S., and West, M. |
| College/School: | College of Social Sciences > School of Education |
| Journal Name: | School Effectiveness and School Improvement |
| Publisher: | Taylor & Francis |
| ISSN: | 0924-3453 |
| ISSN (Online): | 1744-5124 |
| Published Online: | 12 January 2016 |
University Staff: Request a correction | Enlighten Editors: Update this record
Deposit and Record Details
Deposit and Record Details