Conflict, Competition, and Collaboration in Co-Located Schools: School Leaders Navigating Structural Distrust

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2024-08-26 DOI:10.1177/0013161x241277852
Elizabeth Ann Tetu, Katherine Schultz, Wagma Mommandi
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Abstract

Purpose:This study focuses on school leaders’ daily practices, decisions, and understandings to illuminate the role that distrust plays in school co-location in Denver. In order to inform decisions about the policy's implementation, we examine the relationships between structural dimensions of co-location policy and the ways that school leaders characterize and shape interactions between teachers and students in co-located schools. Research Methods: Drawing from a larger qualitative study, we conducted in-depth, semi-structured interviews with leaders of co-located schools in Denver to explore school leaders’ perspectives and experiences related to school co-location. We analyzed 11 school leaders’ experiences on 7 focal “shared campuses”–buildings housing more than one K-12 school–to identify their understandings of, experiences with, and responses to school co-location. Findings: Although leaders on all focal campuses attempted to keep school communities separate within co-located buildings, most still reported that conflict arose between staff and students from different schools. In some cases, leaders facilitated collaboration between schools, bringing some of the intended benefits of school co-location to fruition. More often they cited competition, which was incentivized by the district's policy of school choice, as a barrier to such efforts. Our data suggest that structural distrust embedded in the policies and processes surrounding school co-location shaped both these everyday interactions among school communities and the opportunities that school leaders saw (or didn’t see) for positive outcomes. Implications: Remedies available to those in authority–including policymakers and school leaders–require that they explicitly acknowledge distrust and change the power imbalances present among stakeholders in co-located schools.
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共建学校中的冲突、竞争与合作:学校领导驾驭结构性不信任
目的:本研究关注学校领导的日常实践、决策和理解,以阐明不信任在丹佛市学校合校中扮演的角色。为了给政策实施决策提供信息,我们研究了一校两址政策的结构性因素与学校领导如何描述和塑造一校两址学校师生互动之间的关系。研究方法:根据一项更大规模的定性研究,我们对丹佛市一校两址学校的领导者进行了深入的半结构式访谈,以探讨学校领导者对一校两址的看法和经验。我们分析了 11 位学校领导在 7 个重点 "共享校园"--容纳一所以上 K-12 学校的建筑--中的经历,以确定他们对学校同地办公的理解、经历和反应。调查结果:尽管所有重点校园的领导者都试图在合用校舍内将学校社区分开,但大多数人仍然报告说,来自不同学校的教职员工和学生之间会发生冲突。在某些情况下,领导者促进了学校之间的合作,使学校合署办公的一些预期效益得以实现。但更多的情况是,校区的择校政策导致竞争激烈,阻碍了这种合作。我们的数据表明,与学校同地办公有关的政策和程序中蕴含的结构性不信任既影响了学校社区之间的日常互动,也影响了学校领导看到(或看不到)的取得积极成果的机会。影响:当权者(包括政策制定者和学校领导)要想采取补救措施,就必须明确承认不信任,并改变合校办学中利益相关者之间的权力失衡。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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