A Study of Leading Edge Schools in England in Comparative Perspectives
| Project/Area Number |
17530614
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Sociology of education
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| Research Institution | Kyushu University |
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Principal Investigator |
MOCHIDA Kengo Kyushu University, Faculty of Human-Environment studies, Professor (70037050)
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| Project Period (FY) |
2005 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥3,150,000 (Direct Cost: ¥3,000,000、Indirect Cost: ¥150,000)
Fiscal Year 2007: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2006: ¥1,300,000 (Direct Cost: ¥1,300,000)
Fiscal Year 2005: ¥1,200,000 (Direct Cost: ¥1,200,000)
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| Keywords | England / Secondary Education Reform / Leading Edge School / Collaboration |
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| Research Abstract |
The purpose of this study is to examine how the idea of collaboration in education is being put into practice in English schools through the Leading Edge Partnership Programmes (LEPP) in England. The LEPP is a programme which aims to improve secondary schools and to raise school achievement through collaboration between schools. The LEPP was started by the Department for Education and Skills (DfES) basing on emphasis of' collaborative culture' rather than 'competitive culture' in education. In the LEPP a partnership between lead schools and partner schools is formed. Lead schools, usually called Leading Edge schools, are excellent secondary schools which have a record of good practices and partner schools are neighbouring schools in challenging circumstances.
First, this study deals with development of educational policies for collaboration by the DfES by examining related policy documents. Second, it reveals the details of the LEPP, activities in the LEPP in schools and effects of the
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LEPP. Particularly the study points out that in many partnerships' sharing' of various activities between schools is the most salient feature. It examines three reports on effects of the LEPP which indicated that there were very positive attitude among schools and collaboration resulted in mutually beneficial gains. Third, the study reveals, basing on interviews conducted by the author, opinions of headteachers of Leading Edge schools on relations between schools in the partnership and the value of collaboration compared with competition. In the interviews headteachers stressed that equal partnership between schools and culture of 'learning from one another' and expressed strong support for collaboration, Finally, it discusses the concept of 'school-led system leadership' which is based on the idea of David Hopkins and is advocated by the Specialist Schools and Academies Trust that has come to bear responsibility for developing the LEPP further with the DfES. It also indicates that the LEPP is expected to be a driver to realize this concept.
In the conclusion the study points out that the current educational reform in England based on the idea of collaboration can be regarded as a pertinent alternative model to reform strategies based on competition between schools that are being implemented in other countries including Japan. Less
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Report
(4 results)
Research Products
(20 results)
