Yi‐hwa Liou
Datos Biográficos
| ID | 4401502 |
|---|---|
| NOMBRE | Yi‐hwa Liou |
| NOMBRES | Yi‐hwa |
| APELLIDO | Liou |
| FIRMA | LIOU Y H |
| AFILIACIONES | National Taipei University of Education |
| ORCID | 0000-0001-8821-7113 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 31 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 2 |
Understanding teacher network formation amidst reform
When seekers reap rewards and providers pay a price
In this study we explore the relationships between educators’ social network positions, perceptions of peer collaboration, discussion utility, and expertise and improvement in their professional practice. Through the lenses of social network theory and teacher collaboration, we examine the experiences of 101 educators in a Community of Learning in New Zealand. Findings revealed that perceptions of discussion utility had the greatest influence on …
A capital framework for professional learning and practice
Exploring the communities of learning policy in New Zealand using social network analysis
Efficacy, explore, and exchange
Activating the implementers
A Cognitive Perspective on Policy Implementation
Utilizing a cognitive perspective, this article examines the social processes through which teachers come to understand the Common Core State Standards. The authors begin by identifying three beliefs that have important implications for policy implementation: self‐efficacy, resource adequacy, and value for clients. They measure those beliefs and the Common Core discussion networks that emerge among teachers at three points in time. Through the us…
Leveraging the relationship
This study investigated the way developing, sharing and using of research-based knowledge occurred in the school–university research network of a master’s programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels: school, pairs of master’s students and research supervisors, and individuals. Overall, results indi…
Why So Difficult? Exploring Negative Relationships between Educational Leaders
Recent work suggests the importance of collaboration among district-office and school leaders. Most studies examine prosocial relationships, but negative social ties, which may be more consequential, are rarely examined. We collected survey data from 78 educational leaders on perceptions of culture and negative relationships and used social-network analysis to examine the likelihood of leaders forming negative relationships. Findings indicate tha…
A Cognitive Perspective on Policy Implementation
Utilizing a cognitive perspective, this article examines the social processes through which teachers come to understand the Common Core State Standards. The authors begin by identifying three beliefs that have important implications for policy implementation: self‐efficacy, resource adequacy, and value for clients. They measure those beliefs and the Common Core discussion networks that emerge among teachers at three points in time. Through the us…
Activating the implementers
When seekers reap rewards and providers pay a price
In this study we explore the relationships between educators’ social network positions, perceptions of peer collaboration, discussion utility, and expertise and improvement in their professional practice. Through the lenses of social network theory and teacher collaboration, we examine the experiences of 101 educators in a Community of Learning in New Zealand. Findings revealed that perceptions of discussion utility had the greatest influence on …
Leveraging the relationship
This study investigated the way developing, sharing and using of research-based knowledge occurred in the school–university research network of a master’s programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels: school, pairs of master’s students and research supervisors, and individuals. Overall, results indi…
Leveraging the relationship
This study investigated the way developing, sharing and using of research-based knowledge occurred in the school–university research network of a master’s programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels: school, pairs of master’s students and research supervisors, and individuals. Overall, results indi…
Why So Difficult? Exploring Negative Relationships between Educational Leaders
Recent work suggests the importance of collaboration among district-office and school leaders. Most studies examine prosocial relationships, but negative social ties, which may be more consequential, are rarely examined. We collected survey data from 78 educational leaders on perceptions of culture and negative relationships and used social-network analysis to examine the likelihood of leaders forming negative relationships. Findings indicate tha…
A Cognitive Perspective on Policy Implementation
Utilizing a cognitive perspective, this article examines the social processes through which teachers come to understand the Common Core State Standards. The authors begin by identifying three beliefs that have important implications for policy implementation: self‐efficacy, resource adequacy, and value for clients. They measure those beliefs and the Common Core discussion networks that emerge among teachers at three points in time. Through the us…
Activating the implementers
A capital framework for professional learning and practice
Exploring the communities of learning policy in New Zealand using social network analysis
Efficacy, explore, and exchange
When seekers reap rewards and providers pay a price
In this study we explore the relationships between educators’ social network positions, perceptions of peer collaboration, discussion utility, and expertise and improvement in their professional practice. Through the lenses of social network theory and teacher collaboration, we examine the experiences of 101 educators in a Community of Learning in New Zealand. Findings revealed that perceptions of discussion utility had the greatest influence on …
Understanding teacher network formation amidst reform
Psychology (9 obras) · Pedagogy (7 obras) · Political science (7 obras) · Public relations (6 obras) · Sociology (6 obras) · Teacher Education and Leadership Studies (5 obras) · Parental Involvement in Education (4 obras) · Social capital (4 obras) · Social Psychology (4 obras) · Social Psychology (4 obras)