Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732730
Title: The potential of school partnerships to ameliorate educational inequity : a case study of two partnerships in Scotland
Author: Chestnutt, Hannah Renée
ISNI:       0000 0004 6499 0584
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 2017
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
The disparity between the educational achievement of children from disadvantaged backgrounds compared to children from more advantaged backgrounds in Scotland has led to a number of proposed changes to education. Many of the initiatives to address the disparity have involved multi-agency collaborations such as The Child Poverty Strategy for Scotland and GIRFEC. The only approach in Scotland to specifically involve educational professionals participating in collaborative inquiry across school and local authority boundaries, the School Improvement Partnership Programme (SIPP), is the focus of this study. Drawing on the capability approach and social network theory this study examines the use of school collaboration to ameliorate educational inequity. Educational professionals and pupils from a school partnership programme were invited to participate in this case study. 114 social network analysis questionnaire responses were received over two time points. 25 pupils participated in focus groups and 18 educational professionals participated in either focus groups or interviews. Many of the participating educational professionals took risks by introducing innovative strategies in classrooms, schools and local authorities. Support was provided in the form of resources such as supply teachers to allow classroom teachers to participate in collaborative inquiry. This thesis extends our understanding of the opportunities for capabilities to be fostered in pupils and educational professionals when educational professionals are united in purpose, but have the freedom and support to move between a variety of networks. Knowledge about the degree to which such networks were able to interrupt existing social norms, rules, power structures and pedagogy has implications for planning the appropriate conditions to support long term, dynamic partnerships for the amelioration of educational inequity.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.732730  DOI: Not available
Keywords: L Education (General) ; LB Theory and practice of education
Share: