Show simple item record

dc.contributorVirginia Tech
dc.contributor.authorPenuel, W. R.
dc.contributor.authorSun, M.
dc.contributor.authorFrank, K. A.
dc.contributor.authorGallagher, H. A.
dc.date.accessioned2014-06-27T14:45:35Z
dc.date.available2014-06-27T14:45:35Z
dc.date.issued2012-11
dc.identifier.citationWilliam R. Penuel, Min Sun, Kenneth A. Frank, and H. Alix Gallagher. "Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development," American Journal of Education, Vol. 119, No. 1 (November 2012), pp. 103-136. DOI: 10.1086/667756
dc.identifier.issn0195-6744
dc.identifier.urihttp://hdl.handle.net/10919/49121
dc.description.abstractThis article presents an analysis showing how collegial interactions can augment the mechanism of teachers' learning from professional development. The analysis relies on social network data and self-reports of writing instructional practices from teachers in 20 different schools that were part of a longitudinal study of the National Writing Project's partnership activities. The results indicate that both organized professional development and interactions with colleagues who gained instructional expertise from participating in prior professional development were associated with the extent to which teachers changed their writing processes instruction. Furthermore, the effects of professional development varied by teachers' baseline practices. The study illustrates the potential for using data on teachers' social networks to investigate indirect effects of professional development and the variation in professional development effects associated with different initial levels of expertise.
dc.language.isoen_US
dc.publisherUniversity of Chicago Press
dc.subjectpreparing teachers
dc.subjectschool
dc.subjectinstruction
dc.subjectmathematics
dc.subjectcommunity
dc.subjectreform
dc.subjectinnovations
dc.subjectclassroom
dc.subjectscience
dc.subjectimplementation
dc.subjecteducation & educational research
dc.titleUsing Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development
dc.typeArticle
dc.identifier.urlhttp://www.jstor.org/stable/10.1086/667756
dc.date.accessed2014-06-26
dc.title.serialAmerican Journal of Education
dc.identifier.doihttps://doi.org/10.1086/667756


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record