Matthew Shirrell
Dados Biográficos
| ID | 4136937 |
|---|---|
| NOME | Matthew Shirrell |
| PRENOMES | Matthew |
| SOBRENOME | Shirrell |
| ASSINATURA | SHIRRELL M |
| AFILIAÇÕES | George Washington University |
| ORCID | 0000-0002-7783-8579 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 24 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
All Dressed Up With No Place to Go? National Board Certification and Teacher Leadership
Purpose: Teacher leadership distinguishes, implicitly or explicitly, among teachers based on their expertise, but the notion of teaching expertise is contested, even among educators. Despite the potential for expert teachers to positively influence their colleagues’ practices, we know little about the supports and obstacles to expert teacher leadership. This study examines the ways that the leadership of a particular group of expert teachers—Nati…
Beyond Boundary Spanning
Purpose: The article examines the conditions by which research alliances (RAs) can support district officials in learning how to design and manage more equitable education systems. Special attention is given to the role of theoretically driven research in facilitating learning and the accumulation of expert knowledge. Methods: Results are informed by a 4-year comparative case study involving two established RAs that operated in urban settings. Da…
The Winds of Changes
Research alliances, like other research-practice partnerships (RPPs), aim to bridge the historic divide between educational research and practice and improve education in particular local contexts. Yet, although these demands reflect multiple and contested field-level logics, little prior research has examined the ways these logics impact the work of RPPs. This longitudinal, qualitative study explores the field-level logics that dominated the loc…
On Their Own? The Work-Related Social Interactions and Turnover of New Teachers
Work-related social interactions are key to the effectiveness and retention of new teachers, yet little research has examined changes in these networks over time. Using longitudinal social network data from 14 elementary schools, this study explores new teachers’ instructional advice interactions with their colleagues. Results suggest that new teachers are relatively peripheral to their schools’ networks, maintain similar advice-seeking patterns …
Opening the door
Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts
Despite the benefits of educators of color to various outcomes for students of color, large-scale research has not explored these educators’ on-the-job interactions with colleagues outside of large urban districts. Using social network analysis, this study examined the work-related social interactions of staff (teachers and administrators) of color in two mid-sized school districts. Where staff of color were likely the only faculty members of col…
The Elephant in the Schoolhouse
Although the physical arrangement of workspaces can both constrain and enable interactions among organizational members, sociological research in education has not extensively examined the role of physical proximity in determining work-related social ties among school staff. Using social network analysis, this article explores the relationship between physical proximity and instructional advice seeking among school staff in all 14 elementary scho…
The Elephant in the Schoolhouse
Although the physical arrangement of workspaces can both constrain and enable interactions among organizational members, sociological research in education has not extensively examined the role of physical proximity in determining work-related social ties among school staff. Using social network analysis, this article explores the relationship between physical proximity and instructional advice seeking among school staff in all 14 elementary scho…
Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts
Despite the benefits of educators of color to various outcomes for students of color, large-scale research has not explored these educators’ on-the-job interactions with colleagues outside of large urban districts. Using social network analysis, this study examined the work-related social interactions of staff (teachers and administrators) of color in two mid-sized school districts. Where staff of color were likely the only faculty members of col…
Beyond Boundary Spanning
Purpose: The article examines the conditions by which research alliances (RAs) can support district officials in learning how to design and manage more equitable education systems. Special attention is given to the role of theoretically driven research in facilitating learning and the accumulation of expert knowledge. Methods: Results are informed by a 4-year comparative case study involving two established RAs that operated in urban settings. Da…
The Winds of Changes
Research alliances, like other research-practice partnerships (RPPs), aim to bridge the historic divide between educational research and practice and improve education in particular local contexts. Yet, although these demands reflect multiple and contested field-level logics, little prior research has examined the ways these logics impact the work of RPPs. This longitudinal, qualitative study explores the field-level logics that dominated the loc…
Opening the door
The Elephant in the Schoolhouse
Although the physical arrangement of workspaces can both constrain and enable interactions among organizational members, sociological research in education has not extensively examined the role of physical proximity in determining work-related social ties among school staff. Using social network analysis, this article explores the relationship between physical proximity and instructional advice seeking among school staff in all 14 elementary scho…
Opening the door
Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts
Despite the benefits of educators of color to various outcomes for students of color, large-scale research has not explored these educators’ on-the-job interactions with colleagues outside of large urban districts. Using social network analysis, this study examined the work-related social interactions of staff (teachers and administrators) of color in two mid-sized school districts. Where staff of color were likely the only faculty members of col…
On Their Own? The Work-Related Social Interactions and Turnover of New Teachers
Work-related social interactions are key to the effectiveness and retention of new teachers, yet little research has examined changes in these networks over time. Using longitudinal social network data from 14 elementary schools, this study explores new teachers’ instructional advice interactions with their colleagues. Results suggest that new teachers are relatively peripheral to their schools’ networks, maintain similar advice-seeking patterns …
Beyond Boundary Spanning
Purpose: The article examines the conditions by which research alliances (RAs) can support district officials in learning how to design and manage more equitable education systems. Special attention is given to the role of theoretically driven research in facilitating learning and the accumulation of expert knowledge. Methods: Results are informed by a 4-year comparative case study involving two established RAs that operated in urban settings. Da…
The Winds of Changes
Research alliances, like other research-practice partnerships (RPPs), aim to bridge the historic divide between educational research and practice and improve education in particular local contexts. Yet, although these demands reflect multiple and contested field-level logics, little prior research has examined the ways these logics impact the work of RPPs. This longitudinal, qualitative study explores the field-level logics that dominated the loc…
All Dressed Up With No Place to Go? National Board Certification and Teacher Leadership
Purpose: Teacher leadership distinguishes, implicitly or explicitly, among teachers based on their expertise, but the notion of teaching expertise is contested, even among educators. Despite the potential for expert teachers to positively influence their colleagues’ practices, we know little about the supports and obstacles to expert teacher leadership. This study examines the ways that the leadership of a particular group of expert teachers—Nati…
Pedagogy (6 obras) · Political science (6 obras) · Public relations (6 obras) · Sociology (6 obras) · Psychology (5 obras) · Teacher Education and Leadership Studies (5 obras) · Work (physics (5 obras) · Educational Assessment and Improvement (3 obras) · Engineering (3 obras) · Mathematics education (3 obras)