Social network theory and educational change pdf
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- Exploring Patterns of Interpersonal Relationships among Teachers
- No Teacher Is an Island: How Social Networks Shape Teacher Quality
- The Journal of Higher Education
- Social Network Theory And Educational Change Books
Laura Nimmon, Anthony R. J Grad Med Educ 1 June ; 11 3 : — Social scientists have long argued that power is a fundamental force behind human behavior.
Exploring Patterns of Interpersonal Relationships among Teachers
District and school leaders play particularly important roles in leading districtwide improvement, as they are increasingly held accountable for bringing about change and improvement for educational innovation and excellence. While conventional districtwide governance places much of its focus on technical and administrative matters such as policy development, supervision, and monitoring progress. This technical focus often overlooks the fundamental aspect that drives the progress of improvement—the social infrastructure shaped by interpersonal relationship. Responding to recent scholarships that calls for a networked approach to governance, this study examined the change effort of a districtwide leadership team over three points in time drawing on social network theory and analysis focused on district governance. Specifically, we focused on the type of interpersonal relationship in which leaders engaged with each other in sharing and exchanging innovative ideas as these efforts may support better governance.
A social network is a social structure made up of a set of social actors such as individuals or organizations , sets of dyadic ties, and other social interactions between actors. The social network perspective provides a set of methods for analyzing the structure of whole social entities as well as a variety of theories explaining the patterns observed in these structures. Social networks and the analysis of them is an inherently interdisciplinary academic field which emerged from social psychology , sociology , statistics , and graph theory. Georg Simmel authored early structural theories in sociology emphasizing the dynamics of triads and "web of group affiliations". These approaches were mathematically formalized in the s and theories and methods of social networks became pervasive in the social and behavioral sciences by the s. Together with other complex networks , it forms part of the nascent field of network science.
No Teacher Is an Island: How Social Networks Shape Teacher Quality
Metrics details. Social network analysis SNA literature suggests that leaders should be well connected and can be identified through network measurements. Other literature suggests that identifying leaders ideally involves multiple methods. However, it is unclear using SNA alone is sufficient for identifying leaders for higher education change initiatives. We used two sets of data, teaching discussion network data taken at three different times and respondent nominations for leaders, to determine whether these two methods identify the same individuals as leaders. Respondent-nominated leaders have more direct and indirect ties on average than non-leaders, which aligns with the SNA literature. However, when looking at individuals as leaders, many respondent-nominated leaders would not be identified using SNA because they are poorly connected.
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Social Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the.
The Journal of Higher Education
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Social Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform.
Social Network Theory And Educational Change Books
Interpersonal Relationships in Education pp Cite as. Unable to display preview. Download preview PDF. Skip to main content.
Using data from a multi-method comparative case study of two matched schools, this paper adds to the growing body of applications of social network analysis to the study of distributed leadership and accountability. We contrast two approaches to instructional leadership, prescriptive and discretionary, to investigate how leaders design professional networks to increase the availability and access of individuals with the expertise needed to perform the analysis required to conduct data-driven instructional improvement. We found that the prescriptive approach to instructional leadership uses comprehensive school reform as a focal artifact to facilitate the widespread use of data for learning when compared to a leadership perspective that aimed at cultivating teacher discretion. We conclude with a discussion of how the concept of cognitive load helps illustrate the design principles leaders can use to create data-driven professional networks in schools.
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