Collaborative Inquiry: A Substantive Theory to Analyze the National School Improvement Networks Policy in Chile

• In Event: Marriott Roundtable Session 14
  In Roundtable Session: Achieving Educational Change: The Cases of Collaborative Inquiry, STEM Education, Equity, and Reading Achievement

Abstract

From a national perspective, this paper analyzes the collaborative practices and knowledge that are shared and produced by school leaders on the School Improvement Networks (SIN). Based on the substance theory paradigmatic stance (Greene, 2007), we employ the theoretical framework of collaborative inquiry to guide a mixed method study of a multi-sited case study (Stake, 2005) of qualitative data (interviews, focus groups and observations) conducted in 2016 to characterize the collaborative practices of 15 School Improvement Networks from different regions of the country; and descriptive statistical data from an online questionnaire answered by 400 of the 483 existing networks in 2017. Results indicate that a great majority of the networks turned into collective spaces to share and discuss professional experiences.

Authors

• Mauricio Pino-Yancovic, Universidad de Chile, Centro de Investigación Avanzada en Educación (CIAE)

• Álvaro González, Universidad Catolica Silva Henriquez

• Luis Ahumada, Pontificia Universidad Catolica de Valparaiso

• Christopher James Chapman, University of Glasgow