Collaborative practice: a model of successful working in schools
| Pages | 541-555 |
| DOI | https://doi.org/10.1108/09578230710778187 |
| Date | 21 August 2007 |
| Published date | 21 August 2007 |
| Author | C.R. James,G. Dunning,M. Connolly,T. Elliott |
Collaborative practice: a model of
successful working in schools
C.R. James
University of Bath, Somerset, UK
G. Dunning and M. Connolly
University of Glamorgan, Pontypridd, Wales, UK, and
T. Elliott
University of Wales Bangor, Wales, UK
Abstract
Purpose –The purpose of this paper is to develop the notion of collaborative practice from
theoretical and empirical bases.
Design/methodology/approach – The research analysed the concepts of collaboration, reflective
practice and the primary task. It also examined the ways of working of 18 primary schools in Wales
where the level of student attainment in national test scores was high, despite the pupils experiencing
considerable social and economic disadvantage.
Findings – From theconceptual analysis,we contendthat establishedmodels ofjoint working
accord insufficient significance to the work task and that reflective practice is essentially a social
process, which requires a task focus to be successful. In the schools we studied, there was a particular
way of working which we have called “collaborative practice”. It contributed substantively to their
success. Collaborative practice is highly developed and inclusive joint working on a clearly defined
main task, or primary task, in a reflective way. There are thus three elements to collaborative practice:
collaboration, reflective practice and focus on the primary task. All three elements must be present for
collaborative practice to be successful.
Originality/value – The collaborativepractice modelprovides a straightforwardframework for
analysing work in schools. It also gives a secure foundation on which to base successful practice in
educational institutions. The collaborative practice model therefore has implications for research and
practice in educational settings, for the practice of educational leaders and managers, and for the
professional development of those who work in schools.
Keywords Joint ventures,Task-centred leadership, Schools,Best practice, Function evaluation, Wales
Paper type Research paper
Introduction
It is now generally accepted that a there is a link between a school’s effectiveness and
the socio-economic status of its pupils with high levels of socio-economic disadvantage
having a negative influence on pupil attainment (Tedlie et al., 2000). There is
effectiveness-disadvantage link in the education system in Wales (Welsh Assembly
Government, 2002) where the research reported in this paper was undertaken.
However, the relationship is not a deterministic one. Some schools in Wales are able to
counter this trend and the pupils reach a high level of attainment in national test scores
despite experiencing substantial socio-economic disadvantage. We have recently
completed a study of some of these high attainment-high disadvantage primary
schools and identified a number of important characteristics that were common to the
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0957-8234.htm
Collaborative
practice
541
Received December 2006
Accepted March 2007
Journal of Educational
Administration
Vol. 45 No. 5, 2007
pp. 541-555
qEmerald Group Publishing Limited
0957-8234
DOI 10.1108/09578230710778187
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