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Collaboration for School Improvement: A Resource Dependency and Institutional Framework of Analysis

机译：为改善学校而开展的协作：资源依赖和分析的制度框架

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摘要

Those with an interest in public sector institutions increasingly recognize the necessity for those institutions to work collaboratively with each other and with other organizations. In part, this trend is based on the acceptance that many public policy problems are interconnected and can only be meaningfully tackled inter-organizationally. One such policy area is school improvement, which constitutes the central concern of the article and is currently a dominant feature of education policy in Britain. The article conceptualizes the notion of educational collaboration by developing a framework through a review of the relevant literature. The analytical framework makes a paradigmatic distinction between resource dependency and institutional perspectives on collaboration. It recognizes that, although the perspectives interrelate in practice, the interests they serve are distinct and different. The framework acknowledges that individual actors, such as teachers, those in leadership positions in schools, and managers in local authorities may have different purposes for collaboration and disaggregates the antecedents, the process and the successful and unsuccessful outcomes of collaboration.
机译：对公共部门机构感兴趣的人越来越认识到这些机构彼此之间以及与其他组织进行合作的必要性。在某种程度上，这种趋势是基于对许多公共政策问题是相互联系的，并且只能在组织间有意义地解决的接受。学校改进就是这样一种政策领域，它构成了本文的主要关注点，并且目前是英国教育政策的主要特征。本文通过回顾相关文献来开发框架，从而概念化了教育合作的概念。分析框架在资源依赖和合作的机构观点之间进行了范式的区分。它认识到，尽管观点在实践中相互关联，但它们所服务的利益却截然不同。该框架承认，教师，学校领导职位的个人行为者以及地方当局的经理等个人行为者可能具有不同的协作目的，并且将协作的前因，过程和成功与失败的结果进行了分类。

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