Social Networks in “Nested Learning Organizations”—a Commentary
Bibliographic Data
| ID | 11366146 |
|---|---|
| Authors | Lauren Β Resnick (University of Pittsburgh, corresponding author), Lauren B Resnick, Jimmy Scherrer (University of Pittsburgh) |
| Year | 2012 |
| Volume | 119 |
| Issue | 1 |
| Pages | 183-192 |
| 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 | 10.1086/667701 |
| OpenAlex | W2094342848 |
| Language | EN |
| Citations received | 4 |
| References cited | 23 |
It is widely recognized today that a teacher’s surrounding professional community inevitably affects the kind of teaching that students are offered. However, until recently, it has been difficult to quantify and systematically study the nature of professional relationships in schools and districts. The articles in this special issue provide a much-needed collection of techniques to study the complex social interactions, or lack thereof, that shape teachers’ professional communities. We relate the interactions described in the articles to our own experience working with and in nested learning organizations. Our intent is to illustrate how policies and procedures at any level can either enable or constrain actions at adjacent levels
Mathematics education · Pedagogy · Political science · Professional development · Professional learning community · Public relations · Sociology · Innovative Teaching and Learning Methods · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
District Policy and Teachers’ Social Networks
Organizational Learning
On Network Theory
Communities of Practice and Social Learning Systems
From the outside in
Mind the Gap
Supporting Sustainability
Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development
An Exploratory Analysis of Formal School Leaders’ Positioning in Instructional Advice and Information Networks in Elementary Schools
A Social Network Perspective on Teacher Collaboration in Schools
Commitment to Nested Organizational Units
Nested Learning Systems for the Thinking Curriculum
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning
Attending to Problems of Practice
This is Not a Boundary Object
Social Support and Depressed Mood
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,29 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |