The Impact of Federations on Student Achievement

  • Daniel Muijs
  • Mel Ainscow
  • Chris Chapman
  • Mel West
Chapter

Abstract

In the previous chapter we introduced the concept of a federation, a formal collaborative arrangement between schools that statutorily exists in the English system. In that, and previous, chapters, we have also touched quite a number of times on the perceived advantages of networks and collaboratives in education. However, the bottom line for any educational intervention must be the extent to which it has a positive impact on pupil outcomes. Of course, such outcomes can be varied. Self-esteem, well-being, citizenship, and a disposition towards lifelong learning have all, at various times, been mentioned as goals of schooling and education (Muijs & Reynolds, 2010). However, there exist to our knowledge no education systems where the acquisition of cognitive skills as measured through pupil achievement is not a core goal of the system. The question therefore arises of the extent to which networking and collaboration may positively impact on these outcomes.

Keywords

School Level Variance Comparator School Total School Pupil Achievement Case Sample Size 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Muijs, D., & Reynolds, D. (2010). Effective teaching, evidence and practice (3rd ed.). London: Sage.Google Scholar
  2. Lindsay, G., Harris, A., Chapman, C., & Muijs, D. (2005). School federations. Preliminary report to the DfES. Coventry: University of Warwick.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  • Daniel Muijs
    • 1
  • Mel Ainscow
    • 2
  • Chris Chapman
    • 2
  • Mel West
    • 2
  1. 1.University of Southampton, School of EducationSouthamptonUK
  2. 2.University of Manchester, School of EducationManchesterUK

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