Networking for the turnaround of an underperforming school: understanding the role of multiple external providers in China

PurposeWhile recognizing networking as a powerful means of school turnaround, most studies focus on governments’ and schools’ roles in promoting collaborative turnaround rather than the complexity of external providers and their behaviors. This study explores multiple external providers’ complex rol...

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Bibliographic Details
Published in:Journal of professional capital and community 2024-07, Vol.9 (3), p.211-226
Main Author: Yuan, Tao
Format: Article
Language:English
Subjects:
Academic Achievement
Collaboration
Educational Change
Educational Improvement
Educational leadership
Instructional Improvement
Instructional Leadership
School Turnaround
Secondary schools
Standardized Tests
Student Participation
Teaching
Teaching Methods
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Summary:PurposeWhile recognizing networking as a powerful means of school turnaround, most studies focus on governments’ and schools’ roles in promoting collaborative turnaround rather than the complexity of external providers and their behaviors. This study explores multiple external providers’ complex roles in networked school turnaround.Design/methodology/approachThis study employed a qualitative case study approach and collected data through document analysis, observation and interviews in a Shanghai public junior secondary school’s turnaround network.FindingsThis study revealed three patterns in external providers’ interactions with the school (direction leader, solution supplier and method instructor) corresponding to three types of external providers (universities, private enterprises and public institutions). While providing support at different levels (i.e. macro, meso and micro), different external providers shared common strategies for addressing policy requirements and school needs and co-constructing turnaround strategies.Originality/valueThis study offers new insights into external providers’ supporting roles in Chinese school turnaround and expands the scant international knowledge base on external providers in educational improvement.
ISSN:2056-9548
2056-9556
DOI:10.1108/JPCC-12-2023-0097