Theory of School Improvement Driven by Educational Networks: An Experience of Collaborative Inquiry
Article Sidebar
Main Article Content
Abstract
The article examines how the School Improvement Networks (Redes de Mejoramiento Escolar, RME), established by the Chilean Ministry of Education, contribute to educational improvement. Through a collaborative inquiry approach that consolidates over ten years of supervisors’ experiences in Valdivia and based on collective reflection, it reconstructs a practice-based theory of change for these school improvement networks. The study identifies three key mechanisms that support school improvement: capacity building, practice exchange, and strengthening school leadership. It concludes that the networks’ impact is indirect, relying on processes of appropriation, translation, and adaptation within schools. Network activities have gradually shifted from hierarchical and administrative models toward professional learning communities, with increasing—but still limited—levels of autonomy.
Article Details
Funding data
-
Agencia Nacional de Investigación y Desarrollo
Grant numbers CIA250005
References
Ahumada, L., González, A., & Pino-Yancovic, M. (2018). Redes de mejoramiento escolar: Liderazgo y colaboración para la mejora educativa. Santiago: Universidad de Chile.
Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2016). Using collaborative inquiry to foster equity within school systems: Opportunities and barriers. School Effectiveness and School Improvement, 27(1), 7–23.
Ainscow, M., Muijs, D., & West, M. (2006). Using collaboration as a strategy for improving schools in complex and challenging circumstances: What makes the difference. Manchester: National College for School Leadership, University of Manchester.
Bray, J., Lee, J., Smith, L. & Yorks, L. (2000). Collaborative inquiry in practice. Action, reflection and meaning making. Sage Publications Inc.
Centro de Liderazgo Educativo. (2016). Redes de mejoramiento escolar: Características, beneficios y desafíos. Santiago: CIAE, Universidad de Chile.
Chapman, C. (2018). School-to-school collaboration: Building collective capacity through collaborative enquiry. Eddy-Spicer, DH, Connolly, M., SD, & James, C. (Eds.) The SAGE handbook of school organization.
______. (2019). From hierarchies to networks: Possibilities and pitfalls for educational reform of the middle tier. Journal of Educational Administration, 57(5), 554-570.
Chapman, C., & Hadfield, M. (2010). Realising the potential of school-based networks. Educational Research, 52(3), 309–323. https://doi.org/10.1080/00131881.2010.504066
Chapman, C., Chestnutt, H., Friel, N., Hall, S., and Lowden, K. (2016) Professional capital and collaborative inquiry networks for educational equity and improvement? Journal of Professional Capital and Community, 1(3).
City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education (Vol. 30). Cambridge, MA: Harvard Education Press.
Dewey, J. (1938). Logic. The theory of inquiry. Henry Holt and Company.
Ehren, M. C. M., & Visscher, A. J. (2006). Towards a theory on the impact of school inspections. British Journal of Educational Studies, 54(1), 51–72. https://doi.org/10.1111/j.1467-8527.2006.00333.x
Ehren, M. C. M., & Baxter, J. (2020). Governance of education systems: Trust, accountability and capacity in hierarchies, markets and networks. En M. C. M. Ehren & J. Baxter (Eds.), Trust, accountability and capacity in education system reform: Global perspectives in comparative education (pp. 1–20). Routledge.
Fals Borda, O. (1987). La investigación-acción participativa en la sociología: Orígenes y desarrollos. Bogotá: Editorial Tercer Mundo.
Hadfield, M., & Chapman, C. (2009). Leading school-based networks. Routledge.
Jara Holliday, O. (2012). La sistematización de experiencias: Práctica y teoría para otros mundos posibles. San José: CEP Alforja.
Katz, S., & Earl, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, 21(1), 27–51.
Ministerio de Educación de Chile. (2016). Orientaciones para el apoyo técnico-pedagógico al sistema escolar. Santiago: División de Educación General.
______. (2017). Estudio sobre la implementación de las Redes de Mejoramiento Escolar. Santiago: División de Educación General.
Muijs, D., West, M., & Ainscow, M. (2011). Why network? Theoretical perspectives on networking. School Effectiveness and School Improvement, 22(1), 5–26.
Pino-Yancovic, M., & Ahumada, L. (2020). Collaborative inquiry for school improvement: The Chilean experience. Educational Management Administration & Leadership.
Pino-Yancovic, M., Ahumada, L., & González, A. (2022). Leading collaborative inquiry networks: Conditions for professional learning and school improvement. School Effectiveness and School Improvement, 33(1), 1–24.
Rincón-Gallardo, S., & Fullan, M. (2016). Essential features of effective networks in education. Journal of Professional Capital and Community, 1(1), 5–22.
Weiss, C. H. (1998). Evaluation: Methods for studying programs and policies. Prentice Hall.