The DOI matches its Crossref record; 98 of the 98 references it cites were found in a registry or an index.
District Policy and Teachers’ Social Networks
Abstract
Policy makers increasingly include provisions aimed at fostering professional community as part of reform initiatives. Yet little is known about the impact of policy on teachers’ professional relations in schools. Drawing theoretically from social capital theory and methodologically from qualitative social network analysis, this article explores how district policies influence teachers’ social networks in eight elementary schools in two districts involved in the scale-up of mathematics curriculum. It is argued that policy affects whom teachers seek out for discussion of mathematics instruction but that differences in policy provisions lead to variations in the nature and quality of interactions. Furthermore, school leaders mediate district policy, thereby influencing these patterns of interaction. By uncovering the dynamics by which policy influences teachers’ social networks, this article contributes to understandings of the factors that foster the development of social capital. It also uncovers opportunities for intervention for those designing policy initiatives to support implementation of instructional innovations.
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Cited by
Priestley, M., Biesta, G., & Robinson, S. (2015) · Flip the System · doi:10.4324/9781315678573-15 · Cited by 935
Research on Data Use: A Framework and Analysis
Coburn, C. E., & Turner, E. O. (2011) · Measurement: Interdisciplinary Research and Perspectives · doi:10.1080/15366367.2011.626729 · Cited by 365
Self-citationMoolenaar, N. M., Daly, A. J., Cornelissen, F., Liou, Y.-H., Caillier, S., Riordan, R., Wilson, K., & Cohen, N. A. (2014) · Journal of Educational Change · doi:10.1007/s10833-014-9230-4 · Cited by 106
Demir, E. K. (2021) · Educational Research Review · doi:10.1016/j.edurev.2021.100391 · Cited by 89
Kolleck, N., Schuster, J., Hartmann, U., & Gräsel, C. (2021) · Research in Education · doi:10.1177/00345237211031585 · Cited by 65
Metadata
- Authors
- Coburn, C. E., & Russell, J. L.
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2008-09
- Volume
- 30
- Issue
- 3
- Pages
- 203-235
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- OpenAlex
- W2002438650
- Cited by
- 668
- References
- 98
- FWCI
- 67.25
- Type
- journal article
- Language
- en
- Open access
- closed
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