Collaboration in Low-Performing Turnaround Schools: A Case Study Comparison

• In Event: Organizational Change, Relationships, and Learning Partnerships: Keys to Creating Effective Learning Environments

Abstract

Statement of Purpose
This research study examines the idea and components of learning partnerships and how collaboration relates to learning in professional learning communities (PLC’s). The research question: What is the difference in learning partnership collaboration density between an above average performing elementary school and an elementary school in turnaround?
Conceptual Framework
The present study borrowed from three lines of research for the conceptual framework (Figure 1). Communities of practice (Wenger, 2009), collaboration (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007) and learning circles (Lambert, 2002. These concepts form the basis for what the researchers have identified as internal learning partnerships (Daly and Finnigan, 2011). Wenger, McDermott & Snyder (2002) define communities of practice as “groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis” (p. 4).
Collaboration leads to the sharing of knowledge, breaks down teacher isolation, collectively empowers teachers, and promotes a culture of professional respect (Lave & Wenger, 1991).
Learning circles have been identified in the literature as bringing practitioners together in a structured collaborative iterative cycle of reflection, learning, planning and action to solve problems of common interest (Lambert, 2002). Kochan and Mullen (2003) described learning partnerships as internal and external. Theymust be highly collaborative to succeed.
Methods
A comparative case study design was used for this research. In this case study the researcher was comparing the level of collaboration currently happening in a low academic performance, turnaround elementary school and an above average academic performance elementary school. Social Network Analysis (SNA) was used to analyze the level of collaboration in each school so that a comparison could be made (Haythornthwaite, 2005).
Data Collection
Survey data was collected at each of the schools. Faculty members were asked to identify who they collaborated with and how often. Frequency of interaction, or density, was measured.
Results
In Elementary School A, the low performing, turnaround school the coefficient sum in the second line of Table 1 indicated the average of ties (density) in the network is 0.329. The density was less than 50%. It was concluded that the ties between the individuals in those networks were weak. Elementary School A, the turnaround, low-performing school exhibited weak ties and low collaboration.
In Elementary School B, the above average performing school, the coefficient sum in the second line of Table 2 indicated there were 339 ties that occurred in the network. The average of ties (density) in the network is .188. The density was less than 50%. It was concluded that the ties between the individuals in school B were weak.
Scholarly Significance
Social Network Analysis gives educational leadership researchers a tool which can assist in mapping the strength of collaboration in K-12 school organizations. Researchers know that collaboration is critical in school culture and positive student learning outcomes. Using SNA in further studies may assist in learning the nuances of collaboration in school cultures.

Author

• Ellen H. Reames, Auburn University