Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development

dc.contributorVirginia Techen
dc.contributor.authorPenuel, W. R.en
dc.contributor.authorSun, M.en
dc.contributor.authorFrank, K. A.en
dc.contributor.authorGallagher, H. A.en
dc.date.accessed2014-06-26en
dc.date.accessioned2014-06-27T14:45:35Zen
dc.date.available2014-06-27T14:45:35Zen
dc.date.issued2012-11en
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.en
dc.format.mimetypeapplication/pdfen
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: 10.1086/667756en
dc.identifier.doihttps://doi.org/10.1086/667756en
dc.identifier.issn0195-6744en
dc.identifier.urihttp://hdl.handle.net/10919/49121en
dc.identifier.urlhttp://www.jstor.org/stable/10.1086/667756en
dc.language.isoenen
dc.publisherUniversity of Chicago Pressen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectpreparing teachersen
dc.subjectschoolen
dc.subjectinstructionen
dc.subjectmathematicsen
dc.subjectcommunityen
dc.subjectreformen
dc.subjectinnovationsen
dc.subjectclassroomen
dc.subjectscienceen
dc.subjectimplementationen
dc.subjecteducation & educational researchen
dc.titleUsing Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Developmenten
dc.title.serialAmerican Journal of Educationen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten

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