In recent years school‐to‐school collaboration in the English context has been promoted by a myriad of policy initiatives. Many of these initiatives have been directed at structural reforms seeking to facilitate a 'self‐improving system' in which schools support one another to raise standards of teaching and learning and address educational inequality. Yet, at the same time, the English school system remains a deeply marketised and competitive arena while there are debates concerning the extent to which collaboration between schools can meaningfully facilitate educational improvement and equity. Taking these issues as a starting point, this paper reports on findings from a configurative review of the empirical evidence on school‐to‐school collaboration in England. Drawing on 46 peer‐reviewed empirical studies from 2000 onwards, the paper provides insight into the reasons why schools enter into collaborative arrangements and the conditions and factors that can facilitate and hinder such activity, as well as the possible benefits that can result from collaboration between schools. A number of weaknesses within the field are also identified. For example, there is a need for more conceptual and terminological clarity and a stronger theoretical basis for research in this area. We also argue that the field is deficient in respect of critical perspective and interpretation (of collaborative practice). Furthermore, research into school‐to‐school collaboration is lagging behind policy and practice, presenting a formidable challenge for a system increasingly underpinned by an expectation that schools will work in partnership with one another.

中文翻译：

---

英格兰的校对校合作：对经验证据的配置性审查

近年来，无数的政策举措促进了英语环境下的学校间合作。这些举措中有许多是针对结构改革的，旨在促进一种“自我完善体系”，在这种体系中，学校相互支持，以提高教学水平和解决教育不平等现象。然而，与此同时，英语学校体系仍然是一个深具市场化和竞争性的舞台，与此同时，关于学校之间的合作可以在多大程度上有意义地促进教育改善和公平的争论也很多。本文以这些问题为出发点，报告了对英格兰学校间合作经验证据的配置性审查结果。借鉴2000年以来的46篇经同行评审的实证研究，本文提供了有关学校为什么要进行协作安排的原因以及可以促进和阻碍这种活动的条件和因素的见解，以及学校之间协作可能带来的好处。还确定了该领域内的许多弱点。例如，需要在概念和术语上更加清晰，并为该领域的研究提供更坚实的理论基础。我们还认为，该领域在（协作实践的）批判性观点和解释方面是不足的。此外，对校与校之间合作的研究落后于政策和实践，这为越来越多的期望使学校能够彼此合作而为该系统提供了巨大的挑战。