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The effectiveness of educational collaborative networks
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“Education is
the most
powerful
weapon
which you
can use to
change the
world"
Nelson
Mandela
“The most
powerful force
ever known on
this planet is
human
collaboration,
a force for
construction
and
destruction”
Jonathan Haidt
Presentation Introduction Body of papers Conclusions
Presentation
EducationHuman
collaboration
Social change and
equal opportunities
Presentation Introduction Body of papers Conclusions
Introduction
Why effectiveness is a
key factor in ECN?
Why are ECN
emerging here and
everywhere?
What specifically
are ECN?
1 2 3
Presentation Introduction Body of papers Conclusions
Logic of the
educational
system
Presentation Introduction Body of papers Conclusions
Fragmentation of the
educational approach
- Positivism: Comte and
Hume
- Focus on individuals facts
-Universal laws explain
social sciences
- Discipline becomes a
fragment of analysis
- Lineal idea of order
- Sense of hierarchies
- Control and regulation
Logic of the
educational
system
Presentation Introduction Body of papers Conclusions
School failure
Poverty
Obesity
Truancy
Wicked problems (O’Toole, 1997;
Sorensen & Torfing, 2001)
- Interconnection between social
problems
- Pragmatic need to
coordinate actions
- Professional impotence
Presentation Introduction Body of papers Conclusions
Social Services
Elementary School
After school
program Problem:
School failure
Secondary School
Policy?
Presentation Introduction Body of papers Conclusions
Social Services
Elementary School
After school
program
Secondary School
Community
agency
Focus:
School
success
Educational Collaborative Networks
Presentation Introduction Body of papers Conclusions
- Paradigm of complexity
(Morin)
- Sistems perspective
(Bertalanfy)
- Ecological approaches
(Brofenbrenner)
- Social Capital (Putnam,
Bourdieu, Coleman, Lin)
- Networked society
(Castells)
- Liquid modernity
(Bauman)
- Risk society (Beck)
- Hiperculture (Bertman)
Educational Collaborative Networks
Presentation Introduction Body of papers Conclusions
ECN Effectiveness
Miller et al., 2012. ‘Looking beyond Harlem. International Insights for Area-based initiatives’
Belgium - Educational Priority Policy
Denmark - Kvartars-loft (Neighborhood lifts)
England -Education Action Zones
-Extended schools
France - Zones d’Education Prioritaire
Ireland - Area-based Partnerships
Holland - Grote Steden Beleid (City policies)
Catalonia -Plans Educatius d’Entorn
(Environmental Education Plans)
Presentation Introduction Body of papers Conclusions
ECN Effectiveness
Miller et al., 2012. ‘Looking beyond Harlem. International Insights for Area-based initiatives’
USA- Harlem Children’s Zone
-Promise Neighborhoods
Australia - Education Zones
Presentation Introduction Body of papers Conclusions
ECN programs are largely
ineffective in achieving their
final goals
(Benebou, Kramarz, and Farty
2009; Blasco and Casado 2011;
Curto, Fryer, and Howard 2011;
Halpin et al. 2004).
ECN assessments must
consider outcomes that are
related to social capital and
community change
(Carpenter et al. 2010; Miller et al.
2012).
ECN Effectiveness
A B
Presentation Introduction Body of papers Conclusions
To build a valid model to evaluate the effectiveness
of educational collaborative networks
- Action oriented
- Transformational
- Empowering
THESIS OBJECTIVE
To build a valid model to evaluate the
effectiveness of educational collaborative
networks
Presentation Introduction Body of papers Conclusions
P.1
P.3
P.2
P.6
P.5
P.4
1. How are ECN
organized?
4. How can we
evaluate ECNs
effectiveness?
2. What benefits are
provided by ECN?
3. How
does ECN
leadership
unfold?
2010 2014
ANALYSIS
Theoretical revision
Theoretical validation of the
model by international experts
Qualitative: Content analysis
and general analysis using
Atlas. Ti.6.2.
Quantitative: Confirmatory
Factor Analysis using SPSS 2.0
and Social Network Analysis
using the Partner tool
ACTORS
Intentional sample
of 42 high
performing ECNs in
Barcelona and
Madison (Wi, USA)
40 ECN leaders
132 ECN
professionals
INSTRUMENTS
40 Interviews with
ECN leaders
37 surveys to ECNs
professionals
95 ECN-Q
(Barcelona and
Madison)
2 focus groups with
ECN leaders
Methods
Presentation Introduction Body of papers Conclusions
Presentation Introduction Body of papers Conclusions
Conclusions
How are ECN
organized?
How can we
evaluate ECNs
effectiveness?
What benefits are
provided by
ECN?
How does ECN
leadership
unfold?
1 3 42
Presentation Introduction Body of papers Conclusions
COLLABORATIVE
STRATEGIES
INNOVATION
STRATEGIES SOCIAL
CAPITAL
Educational
goals
Operational
dimension
Structural
dimension
Cultural
dimension
+
+-
+
(Díaz-Gibson, Civís & Guàrdia, 2014)
ECN Model: The leadership of collaborative innovation
To build a valid model to evaluate the
effectiveness of educational collaborative
networks
Presentation Introduction Body of papers Conclusions
How are ECN specifically organized?
2. Educational
goals
+
+-
+
ECN = Educational programs with a renewed perspective
1. SOCIAL
CAPITAL
COLLABORATIVESTRATEGIES
INNOVATIONSTRATEGIES
Operational
dimension
Structural
dimension
Cultural
dimension
(Díaz-Gibson, Civís & Guàrdia, 2014)
Presentation Introduction Body of papers Conclusions
How are ECN specifically organized?
+
+-
+
SOCIAL
CAPITAL
2. Educational
goals
COLLABORATIVE
STRATEGIES
INNOVATION
STRATEGIES
Operational
dimension
Structural
dimension
Cultural
dimension
ECN = Educational programs with a renewed perspective
(Díaz-Gibson, Civís & Guàrdia, 2014)
How are ECN specifically organized?
Díaz-Gibson, Civís, Cortada & Carrillo, 2015
Presentation Introduction Body of papers Conclusions
GOVERNANCE + LEADERSHIP + MANAGEMENT
Presentation Introduction Body of papers Conclusions
SOCIAL
CAPITAL
Educational
goals
+
+-
+
ECN Model: The leadership of collaborative innovation
What benefits are provided by
educational collaborative
networks?
- Trust
- Community connections
- Educational commitment
- Diversity participation
- Knowledge generation
- Innovation
COLLABORATIVE
STRATEGIES
INNOVATION
STRATEGIES
Operational
dimension
Structural
dimension
Cultural
dimension
(Díaz-Gibson, Civís & Guàrdia, 2014)
STRENGTHS QUOTE
“The district all together can make the
difference in a Childs life, teachers tell
us, students tell us ”.
(ECN professional. February, 2012).
- Higher impact of the action
- Efficiency of social-educational
performance
- Community identity
- Suspicion breaking: trust building
- Promotion of participation
- Professional enrichment from
cooperation
- Representativeness
What benefits are provided by
educational collaborative
networks?
Díaz-Gibson, Civís, Longás & López, 2010;
Díaz- Gibson, Civís & Longás, 2013
Presentation Introduction Body of papers Conclusions
Presentation Introduction Body of papers Conclusions
How does leadership unfold in
sustainable ECN?
SOCIAL
CAPITAL
Educational
goals
+
+-
+
ECN Model: The leadership of collaborative innovation
COLLABORATIVE
STRATEGIES
INNOVATION
STRATEGIES
Operational
dimension
Structural
dimension
Cultural
dimension
(Díaz-Gibson, Civís & Guàrdia, 2014)
Presentation Introduction Body of papers Conclusions
How does leadership unfold in
sustainable ECN?
Networked leadership attempt to nurture the change of the status quo
How does leadership unfold in
sustainable ECN?
SOCIAL
CAPITAL
Educational
goals
+
+-
+
ECN Model: The leadership of collaborative innovation
COLLABORATIVE
STRATEGIES
INNOVATION
STRATEGIES
- Co-responsibility
- Horizontality
- Collaborative linkages
- Projection
- Transversality
Presentation Introduction Body of papers Conclusions
Operational
dimension
Structural
dimension
Cultural
dimension
(Díaz-Gibson, Civís & Guàrdia, 2014)
How can we assess the effectiveness of
educational
collaborative networks?
COLLABORATIVE
STRATEGIES
INNOVATION
STRATEGIES SOCIAL
CAPITAL
Educational
goals
Operational
dimension
Structural
dimension
Cultural
dimension
+
+-
+
Presentation Introduction Body of papers Conclusions
Social capital based
Outcomes need time
Longitudinal approaches
COLLABORATIVE
STRATEGIES
INNOVATION
STRATEGIES SOCIAL
CAPITAL
Educational
goals
Operational
dimension
Structural
dimension
Cultural
dimension
+
+-
+
ECN Model: The leadership of collaborative innovation
Presentation Introduction Body of papers Conclusions
(Díaz-Gibson, Civís & Guàrdia, 2014)
How can we assess the effectiveness of
educational
collaborative networks?
COLLABORATIVE STRATEGIES
INNOVATION
STRATEGIES
SOCIAL CAPITAL
Educational
goals
Operational
dimensionStructural
dimension
Cultural
dimension
+
+-
+
(Díaz-Gibson et. al, 2014)
Presentation Introduction Body of papers Conclusions
- Co-responsibility
- Horizontality
- Collaborative linkages
- Projection
- Transversality
- Trust
- Community connections
- Educational commitment
- Diversity participation
- Knowledge generation
- Innovation
How can we assess the effectiveness of
educational
collaborative networks?
Presentation Introduction Body of papers Conclusions
Global fit Measurement Model
Indicator Estimation
Organizational M.
Estimation
Social capital M.
Goodness of Fit Index GIF .931 .922
Adjusted Goodness of Fit Index GIF .945 .921
Bentler Bonnet Normed Fit Index .942 .911
Bentler Bonnet Non Normed Fit Index
Comparative Fit Index CFI
.951
.944
.921
.919
Standardized Root Mean Standard
Errors
.002 .002
χ2 with df = 240 441.01 (p = .11) 548.22 (p = .08)
Ratio χ2 / df 1.84 2.12
(Díaz-Gibson, Civís & Guàrdia, 2014)
How can we assess the effectiveness of
educational
collaborative networks?
(Díaz-Gibson et. al, 2014)
Trust network Interxarxes, 2012.Information exchange network Interxarxes, 2012.
Presentation Introduction Body of papers Conclusions
How can we assess the effectiveness of
educational
collaborative networks?
Presentation Introduction Body of papers Conclusions
1. Inform technicians, politicians or program funders
2. Guidelines to improve social capital
3. The appearance of new organizational structures
4. Overcoming professional silos
5. New educational leadership
4.
Implications of the work
Presentation Introduction Body of papers Conclusions
Thesis limitations & prospective
COLLABORATIVE
STRATEGIES
INNOVATION
STRATEGIES SOCIAL
CAPITAL
Educational
goals
Operational
dimension
Structural
dimension
Cultural
dimension
+
+-
+ Social capital and educational goals
Individual links
International inquiry
Transformational validity