Social Network Theory and Educational Change

by Alan J. Daly (Editor), Judith Warren Little (Foreword by)

Overview

Social Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform.

Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis. An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field. Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research.

Product Details

ISBN-13:	9781612503769
Publisher:	Harvard Education Press
Publication date:	12/01/2010
Sold by:	Barnes & Noble
Format:	eBook
Pages:	344
File size:	6 MB

About the Author

Alan J. Daly, PhD, is an assistant professor of education at the University of California, San Diego. He earned his PhD in education from the University of California, Santa Barbara. In addition to fifteen years’ experience in public education as a teacher, psychologist, and administrator, Daly has also been the program director for the Center for Educational Leadership and Effective Schools at the University of California, Santa Barbara. In this position he collaboratively supported the delivery of high-quality services and research to five school districts, focusing on social networks, trust, and potential of systems for change. Daly has presented and published work in the areas of social network theory and impact of current accountability structures as well as on educational reform and organizational learning.

Table of Contents

Acknowledgments ix

Foreword Judith Warren Little xi

Chapter 1 Mapping the Terrain: Social Network Theory and Educational Change Alan J. Daly 1

Chapter 2 Overview: Social Network Theory and Analysis Stephen P. Borgatti Brandon Ofem 17

Part 1 Teacher Networks 31

Chapter 3 "I Would Co to Her Because Her Mind Is Math": Network Formation in the Context of a District-Based Mathematics Reform Cynthia E. Coburn Linda Choi Willow Mata 33

Chapter 4 Centrality, Connection, and Commitment: The Role of Social Networks in a School-Based Literacy Initiative Allison Atteberry Anthony S. Bryk 51

Chapter 5 Changes in Attitude: Peer Influence in High School Reform Russell P. Cole Elliot H. Weinbaum 77

Chapter 6 Social Networks, Trust, and Innovation: The Role of Relationships in Supporting an Innovative Climate in Dutch Schools Nienke M. Moolenaar Peter J. C. Sleegers 97

Chapter 7 Making Expertise Transparent; Using Technology to Strengthen Social Networks in Teacher Professional Development Kira J. Baker-Doyle Susan A. Yoon 115

Part 2 Leadership and Social Networks 127

Chapter 8 Leading and Managing Instruction: Formal and Informal Aspects of the Elementary School Organization James P. Spillane Kaleen Healey Chong Min Kim 129

Chapter 9 Between Leaders and Teachers: Using Social Network Analysis to Examine the Effects of Distributed Leadership William R. Penuel Kenneth A. Frank Ann Krause 159

Chapter 10 Learning at a System Level: Ties Between Principals of Low-Performing Schools and Central Office Leaders Kara S. Finnigan Alan J. Daly 179

Chapter 11 Strategic "Co-opetition": Headteacher Networking in Uganda's Secondary Schools Julie M. Hite Steven I. Hits Christopher B. Mugimu Yusuf K. Nsubuga 197

Part 3 New Directions in Social Network Theory and Education 221

Chapter 12 Utility Theory, Social Networks, and Teacher Decision Making: Modeling Networks' Influences on Teacher Attitudes and Practices Kenneth A. Frank Chong Min Kim Dale Belman 223

Chapter 13 Studies of Networks in Education: Methods for Collecting and Managing High-Quality Data Jorge Ávila de Lima 243

Chapter 14 Surveying the Terrain Ahead: Social Network Theory and Educational Change Alan J. Daly 259

Notes 275

About the Editor 317

About the Contributors 319

Index 323

Editorial Reviews

“This book brilliantly shows that the essence of effective educational reform is not to be found in plans, punishments, or performance incentives, but in professional interactions and relationships. A good idea is only worth something if you can spread it around, and this book shows you just how that’s done. Using leading-edge thinking and solid research techniques, it demonstrates in clear and accessible prose why networks are the core means by which change does or doesn’t happen. It should and will be essential reading for all researchers and reformers eager for effective change that will spread and last.” — Andy Hargreaves, Thomas More Brennan Chair in Education, Lynch School of Education, Boston College

“Alan Daly and his team of scholars are to be commended for bringing social network analysis to bear on pressing issues in education. This powerful new analytic strategy offers a window into the social workings of schools in ways that previous methods have not. The authors in this volume have asked important questions about the role of social networks in school reform, the expansion of teacher professional knowledge, and the diffusion of innovative practices. It will be read with interest by scholars and practitioners alike.” — Megan Tschannen-Moran, associate professor, The College of William & Mary

“If you’re interested in the rescue of urban school children and wondering why the top-down ‘superhero’ superintendents aren’t having much success with organizational change that stands the test of time, Daly provides many of the answers. This groundbreaking book explores the social networks and relationships that are a critical part of the work in schools, especially those relationships that are meaningful to classroom teachers and principals—the truly heroic people who make a difference in the lives of children on a daily basis . . . A must-read for reformers at all levels.” — Carl A. Cohn, professor and codirector, Urban Leadership Program, Claremont Graduate University (former superintendent of the Long Beach and San Diego school systems) 

From the Publisher