This study focuses on the ongoing policy initiative of establishing networks of school-to-school collaboration for resource sharing in order to improve the quality of public education in urban China. Through discourse analysis of policy documents and semi-structured interviews with school administrators and teachers in Beijing, this study interprets the nature, achievements, and relevant factors shaping school collaboration. The research findings demonstrate that resource sharing between collaborating schools provides students with a better learning environment, enables teachers and school administrators to share resources and experiences, and allows the strengthening of mutual understanding about teaching and school management. This article concludes by discussing the strengths and weaknesses of the collaboration from the perspectives of constructivism and social capital theory, and highlights comprehensive efforts are further necessary to widen the policy context in order to help redress the mismatch between this policy reform, the current education system, and social and cultural norms.
- Resource sharing
- School alliance
- School district
- School-to-school collaboration
- Urban China
ASJC Scopus subject areas
- Sociology and Political Science