Social Network Theory and Educational Change

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Sonst. Personen	Daly, Alan J. (Hrsg.)
Institution	Harvard University, Graduate School of Education
Titel	Social Network Theory and Educational Change
Quelle	(2010), (300 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9347-4281-5
Schlagwörter	School Restructuring; Network Analysis; Educational Change; Educational Technology; Peer Influence; Social Networks; Teacher Attitudes; Interpersonal Relationship; Case Studies; Educational Research; Mathematics Instruction; Mathematics Education; School Districts; Role; Literacy Education; Foreign Countries; Faculty Development; Information Technology; Elementary Schools; Educational Administration; High Schools; Trust (Psychology); Educational Innovation; Leadership; Data Collection; Attitude Change; Decision Making; Teaching Methods; Principals; Disadvantaged Schools; Secondary Schools; Netherlands; Uganda + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Netzplantechnik; Bildungsreform; Unterrichtsmedien; Social network; Soziales Netzwerk; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; School district; Schulbezirk; Rollen; Ausland; Informationstechnologie; Elementary school; Grundschule; Volksschule; Bildungsverwaltung; Schuladministration; Schulverwaltung; High school; Oberschule; Instructional innovation; Bildungsinnovation; Führung; Führungsposition; Data capture; Datensammlung; Attitudinal change; Einstellungsänderung; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Principal; Schulleiter; Sekundarschule; Niederlande
Abstract	"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. Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis. An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field. Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research. This book contains the following chapters: (1) Mapping the Terrain: Social Network Theory and Educational Change (Alan J. Daly); (2) Overview: Social Network Theory and Analysis (Stephen P. Borgatti and Brandon Ofem); (3) "I Would Go to Her Because Her Mind Is Math": Network Formation in the Context of a District-Based Mathematics Reform (Cynthia E. Coburn, Linda Choi, and Willow Mata); (4) Centrality, Connection, and Commitment: The Role of Social Networks in a School-Based Literacy Initiative (Allison Atteberry and Anthony S. Bryk); (5) Changes in Attitude: Peer Influence in High School Reform (Russell P. Cole and Elliot H. Weinbaum); (6) Social Networks, Trust, and Innovation: The Role of Relationships in Supporting an Innovative Climate in Dutch Schools (Nienke M. Moolenaar and Peter J. C. Sleegers); (7) Making Expertise Transparent: Using Technology to Strengthen Social Networks in Teacher Professional Development (Kira J. Baker-Doyle and Susan A. Yoon); (8) Leading and Managing Instruction: Formal and Informal Aspects of the Elementary School Organization (James P. Spillane, Kaleen Healey, and Chong Min Kim); (9) Between Leaders and Teachers: Using Social Network Analysis to Examine the Effects of Distributed Leadership (William R. Penuel, Kenneth A. Frank, and Ann Krause); (10) Learning at a System Level: Ties Between Principals of Low-Performing Schools and Central Office Leaders (Kara S. Finnigan and Alan J. Daly); (11) Strategic "Co-opetition": Headteacher Networking in Uganda's Secondary Schools (Julie M. Hite, Steven J. Hite, Christopher B. Mugimu, and Yusuf K. Nsubuga); (12) Utility Theory, Social Networks, and Teacher Decision Making: Modeling Networks' Influences on Teacher Attitudes and Practices (Kenneth A. Frank, Chong Min Kim, and Dale Belman); (13) Studies of Networks in Education: Methods for Collecting and Managing High-Quality Data (Jorge Avila de Lima); and (14) Surveying the Terrain Ahead: Social Network Theory and Educational Change (Alan J. Daly). A foreword by Judith Warren Little and an index are included. (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://www.hepg.org/hep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10