Intra- and Interschool Interactions about Instruction
Exploring the Conditions for Social Capital Development
Bibliographic Data
| ID | 11366459 |
|---|---|
| Authors | James P Spillane (0000-0001-5744-9085, corresponding author), Megan Hopkins (0000-0001-8261-7247, Pennsylvania State University), Tracy M Sweet (0000-0001-9929-7518, University of Maryland, College Park) |
| Year | 2015 |
| Volume | 122 |
| Issue | 1 |
| Pages | 71-110 |
| Publication date | 2015-11-01 |
| 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 | 10.1086/683292 |
| OpenAlex | W2207711677 |
| Language | EN |
| Citations received | 43 |
| References cited | 84 |
Understanding those factors associated with the existence of a tie among school staff is important\nbecause such ties are a necessary condition for social capital. Yet, there is a dearth of research\non those factors associated with the existence of these ties. In this paper, we use covariate\nblockmodels and a p2 model to examine the role of both formal organizational structures and\nindividual characteristics in shaping advice and information interactions about instruction within\nand between schools. Our findings suggest that, while individual characteristics are significantly\nassociated with having a within school tie, aspects of the formal school organization—gradelevel\nassignment, having a formally designated leadership position, and teaching a single\ngrade—are also significant and have larger estimated effects than individual characteristics. With\nrespect to between school ties, we similarly found that the formal organization superseded\nindividual characteristics, and that having a subject-specific formal leadership position, more\nthan anything, predicted instructional advice and information ties. In addition, our analysis of\ninterview data supports and extends these findings by showing that school staff associate formal\npositions with instructional expertise in subject-specific domains and that formal positions work\nin tandem with other aspects of the organizational infrastructure such as organizational routines\nto influence school staff members’ interactions about instruction
Interpersonal ties · Organisation climate · Political science · Public relations · Social capital · Social science · Sociology · Parental Involvement in Education · Psychology · School Choice and Performance · Social Capital and Networks · Social Psychology
School leadership and management from a distributed perspective
Understanding School Leadership Through Consultation Ties
School principals’ networking preferences for instructional and administrative advice-seeking relations
Principal instructional leadership and teacher collaboration
Teacher leadership for professional development in a networked learning community
Distributed leadership questionnaire – Greek adaptation
Distributed school leadership
How International School Administrators Build Trust
Ties for the phases
Impact of trust relationships on teacher well-being
Understanding the structure of school staff advice relations
Mathematics teachers’ professional influence within teacher communities
Coaching and Districtwide Improvement
Hidden Structures
Linking Quantitative and Qualitative Network Approaches
Idle chatter or compelling conversation? The potential of the social media‐based # NGSSchat network for supporting science education reform efforts
Policy Framing, Social Networks, and Teacher Perspectives in a Technology Rollout
All Dressed Up With No Place to Go? National Board Certification and Teacher Leadership
For squad-members only! Why some teachers are more popular to interact with than others in data use
Schulentwicklungsforschung
Information seeking in secondary schools
Clustering ensembles of social networks
A hierarchical latent space network model for mediation
Early childhood professional culture
The circulation of expertise in teachers’ professional communities
Advice networks in early childhood education
Teachers as transformative agents in changing school culture
The ties that belong
Teacher interactions in taking action upon pupil learning outcome data
Teacher collaboration networks as a function of type of collaboration and schools’ structural environment
Colaboración en escuelas chilenas
Investigating the impacts of missing data mechanims and treatments with latent space models
Conditionally Independent Dyads (CID) network models
On Their Own? The Work-Related Social Interactions and Turnover of New Teachers
How Central Office Leaders Influence School Leaders’ Decision-Making
The Dilemmas of Educational Reform
Fostering, Tailoring, Negotiating
Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts
Emergent Change
Access, Activation, and Influence
School District Educational Infrastructure and Change at Scale
Selecting Expertise in Context
The Elephant in the Schoolhouse
How schools work
Changing Interpersonal and Intergroup Relationships in Organizations
Social Capital Effects on Student Outcomes
Formal Organizations
Structural Holes
Standards Deviation
How Principals and Peers Influence Teaching and Learning
District Policy and Teachers’ Social Networks
Social Capital, Networks, and Knowledge Transfer
Inside Teacher Community
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Analyzing Teachers’ Professional Interactions in a School as Social Capital
A bridge between worlds
Teaching Students and Teaching Each Other
Racial Homophily and Its Persistence in Newcomers' Social Networks
Getting to Scale with Good Educational Practice
Exploring internal stickiness
A Computer Network Model of Human Transactive Memory
Zooming In and Out
Collective Sensemaking about Reading
Balanced Incomplete Block Designs for Inter-Rater Reliability Studies
Relationships in reform
Social Capital in the Creation of Human Capital
Dynamics of Bureaucracy
Why Should We Care about Group Inequality?
Transactive Memory
The Forms of Capital
Network Structure and Knowledge Transfer
Unanticipated Gains
Social Capital
Question-order effects in social network name generators
Architectures for Learning
Supporting Sustainability
Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development
Informal Networks and Organizational Crises
Evolution of friendship and best friendship choices
Facts Are More Important Than Novelty
The Role of Administrator Characteristics on Perceptions of Innovativeness among Public School Administrators
Communication, Learning, and Retrieval in Transactive Memory Systems
Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools
Factors Affecting Technology Uses in Schools
Teachers’ Professional Community in Restructuring Schools
Intercoder Agreement in Analysis of Responses to Open-Ended Interview Questions
Competition and the Structure of Industrial Society
Theories of Communication Networks
Core Discussion Networks of Americans
Transactive memory in close relationships
The Dynamics of Bureaucracy. A Study of Interpersonal Relations in Two Government Agencies
Non-formal learning and tacit knowledge in professional work
Quasi-Ties
Social Structural Determinants of Similarity among Associates
Trust in Schools
Friendship in School
Focus, Fiddle, and Friends
Social Capital and the Diffusion of Innovations Within Organizations
Birds of a Feather
Social Capital
Social Capital in the Creation of Human Capital
Institutionalized Organizations
| Unique citing works | 43 |
|---|---|
| Citations per year | 4,3 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 43 |