An Exploratory Analysis of Formal School Leaders’ Positioning in Instructional Advice and Information Networks in Elementary Schools
Bibliographic Data
| ID | 11366189 |
|---|---|
| Authors | James P Spillane (0000-0001-5744-9085, corresponding author), Chong Min Kim (Northwestern University) |
| Year | 2012 |
| Volume | 119 |
| Issue | 1 |
| Pages | 73-102 |
| Publication date | 2012-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/667755 |
| OpenAlex | W2049614251 |
| Language | EN |
| Citations received | 29 |
| References cited | 54 |
This article examines how formal school leaders are positioned in their school’s instructional networks based on an analysis of data from all 30 elementary schools in one mid-sized urban school district. Premised on the assumption that advice and information are key building blocks for knowledge development, we analyzed the instructional advice and information networks for mathematics and language arts, the two core elementary school subjects. Our exploratory account examines the prominence of formal leaders in their school’s instructional networks as well as their membership and distribution across subgroups within these networks. Our analysis suggests that, although the school principal is not a central actor in the instructional advice and information network in a majority of these schools, formally designated school leaders as a group do occupy central positions. Examining formal school leaders’ network and subgroup membership as well as their distribution across subgroups in schools, our account suggests that full-time and especially part-time formal school leaders play important roles in how elementary schools organize for instruction, brokering relations among staff and as representatives of the formal organization in subgroups. We also explore relations between formal school leaders’ positioning in these networks and their schools’ alignment with standards and normative structures
Educational leadership · Instructional leadership · Mathematics education · Normative · Pedagogy · Political science · Primary education · Principal (computer security · Sociology · Computer Science · Educational Assessment and Improvement · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
School Leadership Networks in the Context of Digital School Development
The myths of instructional leadership
Understanding the structure of school staff advice relations
Lateral networks of teachers in a centralised education system
Capacity-Building for District Reform
Place and Policy for Mathematics Education
Policy Framing, Social Networks, and Teacher Perspectives in a Technology Rollout
Public School District Characteristics and the Formation of Longitudinal Interdistrict Collaboration Networks
Information seeking in secondary schools
Patrones y Predictores de Colaboración Docente
Early childhood professional culture
Foundations of Relating
Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools
Understanding teacher instructional change
The use of visual network scales in teacher leader development
Improving teaching, teamwork, and school organization
Teachers involved in school improvement
Teachers’ informal feedback seeking towards the school leadership team. A social network analysis in secondary schools
Teachers’ Organizational Commitment
Social Networks in Education
Teacher Agency in Educational Reform
Explaining Teacher Turnover
Social Networks in “Nested Learning Organizations”—a Commentary
Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards
Organizing English Learner Instruction in New Immigrant Destinations
Emergent Change
Relationship Between Professional Culture and Outcomes for Immigrant English Learner Youth
Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement
Formal Hierarchies and Informal Networks
Formal Organizations
District Policy and Teachers’ Social Networks
Distributed leadership
Professional Community in Chicago Elementary Schools
Analyzing Teachers’ Professional Interactions in a School as Social Capital
A bridge between worlds
What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship
High-Stakes Accountability in Urban Elementary Schools
The iron cage revisited institutional isomorphism and collective rationality in organizational fields
Models of man, social and rational
Network Structure and Knowledge Transfer
Unanticipated Gains
Mapping interactions within and between cohesive subgroups
Identifying cohesive subgroups
Teacher Professionalism in Local School Contexts
Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
Reading Coaches and the Relationship Between Policy and Practice
The Managerial Imperative and the Practice of Leadership in Schools
Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement—And Why We May Retain It Anyway
Defining “Highly Qualified Teachers”
Aligning Mental Models of District and School Leadership Teams for Reform Coherence
School Size in Chicago Elementary Schools
Organizational Routines as Coupling Mechanisms
Teachers’ Professional Community in Restructuring Schools
The Iron Cage Revisited
Formal Organizations
Trust in Schools
Men Who Manage
The Collegial Focus
School Leadership and Performance
Social Capital and the Diffusion of Innovations Within Organizations
Institutionalized Organizations
The Strength of Weak Ties
| Unique citing works | 29 |
|---|---|
| Citations per year | 2,07 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 29 |