Leadership and Design of Data-Driven Professional Networks in Schools
Palabras clave:
Descargas
Resumen
Using data from a multi-method comparative case study of two matched schools, this paper adds to the growing body of applications of social network analysis to the study of distributed leadership and accountability.We contrast two approaches to instructional leadership, prescriptive and discretionary, to investigate how leaders design professional networks to increase the availability and access of individuals with the expertise needed to perform the analysis required to conduct data-driven instructional improvement. We found that the prescriptive approach to instructional leadership uses comprehensive school reform as a focal artifact to facilitate the widespread use of data for learning when compared to a leadership perspective that aimed at cultivating teacher discretion. We conclude with a discussion of how the concept of cognitive load helps illustrate the design principles leaders can use to create data-driven professional networks in schools.
Descargas
Citas
Anderson, L. W. (1987). The decline of teacher autonomy: tears or cheers? International Review of Education, 33, 357-73.
Google Scholar CrossrefApple, M. (1988). Teachers & Textbooks: A Political Economy of Class & Gender Relations Routledge & Kegan Paul: London.
Google Scholar CrossrefBarham, E. (1996). Central control of the curriculum and teacher involvement in curriculum change. Journal of Curriculum and Supervision, 12, 29-36.
Google Scholar CrossrefBlack, P., & Wiliam, D. (2010). Inside the black box--raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90.
Google Scholar CrossrefBorgatti, S. P. (2002). NetDraw: Graph visualization software. Harvard: Analytic Technologies.
Google Scholar CrossrefBorgatti, S. P., Everett, M. G., & Freeman, L. C. (2002). UCINET 6 for Windows: Software for social network analysis. Harvard, MA: Analytic Technologies.
Google Scholar CrossrefBryk, A.S. & Schneider, B. (2002) Trust in schools: A core resource for improvement New York, NY: Russel Sage Foundation.
Google Scholar CrossrefBurt, R. S. (1992). Structural holes: The social structure of competition. Cambridge, MA: Harvard University Press.
Google Scholar CrossrefBurt, R. S. (1997). A note on social capital and network content. Social Networks, 19(4), 355-373.
Google Scholar CrossrefBurt, R. S. (2000). The network structure of social capital. Research in Organizational Behavior, 22, 345-423.
Google Scholar CrossrefCoburn, C. E., & Russell, J. L. (2008). District policy and teachers’ social networks. Educational Evaluation and Policy Analysis, 30, 203-235.
Google Scholar CrossrefColeman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95-S120.
Google Scholar CrossrefColeman, J. S. (1990). Foundations of social theory. Harvard University Press: Cambridge MA.
Google Scholar CrossrefDaly, A. J. (2010). Social network theory and educational change. Cambridge MA, Harvard Education Press.
Google Scholar CrossrefDaly, A. J. (2012). Data, dyads, and dissemination: Exploring data use and social networks in educational improvement. Teachers College Record. (114)11.
Google Scholar CrossrefDaly, A. J., Liou, Y. H., Tran, N., Cornelissen, F., & Park, V. (2013). The rise of neurotics: Social networks, leadership, and efficacy in district reform. Educational Administration Quarterly. DOI: 10.1177/0013161X13492795.
Google Scholar CrossrefDatnow, A., Park, V., & Wohlstetter, P. (2007). Achieving with data: How high-performing school systems use data to improve instruction for elementary students. Center on Educational Governance, University of Southern California.
Google Scholar CrossrefDegenne, A., & Forsé, M. (1999). Introducing social networks. London, UK: Sage.
Google Scholar CrossrefElmore, R. (2000). Building a new structure for school leadership. American Educator, 23(4), 6-13.
Google Scholar CrossrefElmore, R. F. (2005). Accountable leadership. Essays. The Educational Forum, 69, 134-142.
Google Scholar CrossrefFreeman, L. C. (1979). Centrality in social networks: conceptual clarification. Social Networks, 1, 215-239.
Google Scholar CrossrefGoertz, M. E., Olah, L. N., & Riggan, M. (2009). From testing to teaching: The use of interim assessments in classroom instruction (Research Report #65). Philadelphia: University of Pennsylvania, Consortium for Policy Research in Education.
Google Scholar CrossrefGranovetter, M. S. (1982). The strength of weak ties: A network theory revisited. In P. V. Marsden and N. Lin (Eds.), Social structure and network analysis (pp. 105-130). Beverly Hills: Sage.
Google Scholar CrossrefGronn, P. (2002). Distributed leadership. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 653-696). Dordrecht, Netherlands: Kluwer.
Google Scholar CrossrefHalverson, R. (2003). Systems of practice: How leaders use artifacts to create professional community in schools. Education Policy Analysis Archives, 11(37).
Google Scholar CrossrefHalverson, R. (2005). What can K-12 school leaders learn from video games and gaming? Innovate, 1(6). http://www.innovateonline.info/index.php?View=article&id=81
Google Scholar CrossrefHalverson, R. (2010a). Methods for accessing and assessing how school leaders improve teaching and learning. Paper presented at the 2010 American Educational Research Association Annual Convention, Denver, CO.
Google Scholar CrossrefHalverson, R. (2010b). School formative feedback systems. Peabody Journal of Education, 85, 130-146.
Google Scholar CrossrefHalverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in school. Journal of School Leadership, 17, 159-194.
Google Scholar CrossrefHalverson, R. & Thomas, C. (2007). The roles and practices of student services staff as data-driven instructional leaders. In M. Mangin and S. Stoelinga (Eds.) Instructional teachers leadership roles: Using research to inform and reform (pp. 163-200). Teachers College Press: New York.
Google Scholar CrossrefHamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved February 1, 2011 from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
Google Scholar CrossrefHanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside (published in digital form at http://faculty.ucr.edu/~hanneman/).
Google Scholar CrossrefHorder, W. (2007). 'Reading' in professional practice: How social work practice assessors access knowledge and information. British Journal of Social Work, 37(6), 1079-1094.
Google Scholar CrossrefIbarra, H., & Andrews, S. B. (1993). Power, social influence, and sense making: Effects of network centrality and proximity on employee perceptions. Administrative Science Quarterly, 38, 277-303.
Google Scholar CrossrefInkpen, A. C., & Tsang, E. W. K. (2005). Social capital, networks, and knowledge transfer. Academy of Management Review, 30(1), 146-165.
Google Scholar CrossrefJenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robison, A. (2007). Confronting the challenges of participatory culture: Media education for the 21st century. MacArthur Foundation Digital Media and Learning White Paper Series. Accessed October 15, 2010 at http://newmedialiteracies.org/files/ working/NMLWhitePaper.pdf
Google Scholar CrossrefJennings, J. (2012). The effects of accountability system design on teachers' use of test score data. Teachers College Record, 114(11), 1-23.
Google Scholar CrossrefKrajcik, J. S., Czerniak, C. M., & Berger, C. F. (2002). Teaching science in elementary and middle school classrooms: A project-based approach (2nd ed.). New York: McGraw Hill.
Google Scholar CrossrefLachat, .A., & Smith, S. (2005). Practices that support data use in urban high schools. Journal of Education for Students Placed at Risk, 10(3), 333-349.
Google Scholar CrossrefLe Floch, K. C., Martinez, F., O’Day, J., Stecher, B., Taylor, J., & Cook, A. (2007). State and Local Implementation of the No Child Left Behind Act. Volume III—Accountability under NCLB: Interim Report. The U.S. Department of Education Web site: http://www.edgov/about/offices/list/opepd/ppss/reports.html.
Google Scholar CrossrefLin, N. (1999). Building a Network Theory of Social Capital, Connections, 22(1), 28-51.
Google Scholar CrossrefLin, N. (2001). Social capital: A theory of social structure and action. New York: Cambridge University Press.
Google Scholar CrossrefLin, N. (2009). Social capital: A theory of social structure and action. New York, NY: Cambridge University Press.
Google Scholar CrossrefLiou, Y., & Daly, A. J. (in press). Closer to learning: Social networks, trust, and professional communities. Journal of School Leadership.
Google Scholar CrossrefLittle, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91, 509-536.
Google Scholar CrossrefLittle, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105, 913–945.
Google Scholar CrossrefLittle, J. W. (2012). Understanding data use practice among teachers: The contribution of micro-process studies. American Journal of Education, 118(2), 143-166.
Google Scholar CrossrefLouis, K. S. (2006). Changing the culture of schools: Professional community, organizational learning, and trust. Journal of School Leadership 16(4), 477-489.
Google Scholar CrossrefMarsden. P. V., & Campbell, K. E. (1984). Measuring tie strength. Social Forces, 63, 482-501.
Google Scholar CrossrefMarsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making sense of data-driven decision making in education: Evidence from recent RAND research. Santa Monica, Calif.: RAND Corporation, OP-170-EDU. Retrieved from: http://www.rand.org/pubs/occasional_papers/OP170/
Google Scholar CrossrefMatthews, L., & Crow, G. (2003). Being and becoming a principal: Role conceptions for contemporary principals and assistant principals. Boston, MA: Allyn and Bacon.
Google Scholar CrossrefMcGrath, I. (2000) Teacher autonomy. In B. Sinclair, I. McGrath and T. Lamb (eds.) Learner autonomy, teacher autonomy: Future directions. London: Longman.
Google Scholar CrossrefMustafa, M., & Cullingford, C. (2008). Teacher autonomy and centralized control: The case of textbooks. International Journal of Educational Development, 28, 81-88.
Google Scholar CrossrefNahapiet, J., & Ghoshal, S. (1998). Social capital, intellectual capital, and the organizational advantage. Academy of Management Review, 23, 242-266.
Google Scholar CrossrefPearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly 29(1), 38-54.
Google Scholar CrossrefPenuel, W., Riel, M., Krause, A., & Frank, K. (2009). Analyzing teachers' professional interactions in a school as social capital: A social network approach. Teachers College Record, 111(1), 124-163.
Google Scholar CrossrefPenuel, W. R., Sun, Min, Frank, K. A. Gallagher, H. A. (2012). Using social network analysis to study how collegial interactions can augment teacher learning from external professional development. American Journal of Education, 119(1), 103-136.
Google Scholar CrossrefPetrides, L., & Nodine, T. (2005). Anatomy of school system improvement: Performance-driven practices in urban school districts. San Francisco, CA: Institute for the Study of Knowledge Management in Education and New Schools Venture Fund.
Google Scholar CrossrefPutnam, R. D. (1993). Making Democracy Work. Princeton University Press, Princeton, NJ. Putnam, R. D. (1995). Bowling alone: America’s declining social capital. Journal of Democracy, 6, 65-78.
Google Scholar CrossrefReilly, D. H. (1987). Centralization and control: Values and quality of education. Education, 107, 388-393.
Google Scholar CrossrefReiser, B. J., Spillane, J. P., Steinmuller, F., Sorsa, D., Carney, K. & Kyza, E. (2000) Investigating the Mutual Adaptation Process in Teachers' Design of Technology-Infused Curricula. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 342-349). Mahwah, NJ: Erlbaum.
Google Scholar CrossrefScoggins, A., & Bishop, H. (1993, November). A review of the literature regarding the roles and responsibilities of assistant principals. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, New Orleans, LA.
Google Scholar CrossrefScott, J. (2000). Social network analysis (2nd Ed.). London: Sage Publications.
Google Scholar CrossrefSimon, R. (1987). Empowerment as a pedagogy of possibility. Language Arts, 64, 370-382.
Google Scholar CrossrefSmith, D. (1977). Assistant principal: With the title goes the glory. Thrust for Education Leadership, 6(5).
Google Scholar CrossrefSmylie, M., & Hart, A. (1999). School leadership for teacher learning and change: A human and
Google Scholar Crossrefsocial capital development perspective. In J. Murphy & K. S. Louis (Eds.), Handbook of research on educational administration. A project of the American Educational Research Association (2nd ed., pp. 421-441). San Francisco: Jossey-Bass.
Google Scholar CrossrefSpillane, J. P.(2006) Distributed leadership. San Francisco, CA: Jossey-Bass.
Google Scholar CrossrefSpillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3–34.
Google Scholar CrossrefSpillane, J. P., Kim, C. M., & Frank, K. A. (2012). Instructional advice and information providing and receiving behavior in elementary schools: Exploring tie formation as a building block in social capital development. American Educational Research Journal 49(6), 1112-1145.
Google Scholar CrossrefStacey, M. (2013). Teacher-led professional development: Empowering teachers as self-advocates. The Georgia Social Study Journal, 3(1), 40-49.
Google Scholar CrossrefStanulis, R. N., Burrill, G., & Ames, K. T. (2007). Fitting in and learning to teach: Tensions in developing a vision for a university-based induction program for beginning teachers. Teacher Education Quarterly, 34(3), 135-147.
Google Scholar CrossrefStecher, B. M., Epstein, S., Hamilton, L. S., Marsh, J. A., Robyn, A., McCombs, J. S., Russell, J., & Naftel, S. (2008). Pain and gain: Implementing No Child Left Behind in three states, 2004-2006. Santa Monica, CA: RAND Corporation, MG-784-NSF. Accessed October 9, 2009 at: http://www.rand.org/pubs/monographs/MG784/
Google Scholar CrossrefSun, M., Frank, K. A., Penuel, W. R., & Kim, C. M. (2013). How external institutions penetrate schools through formal and informal leaders. Educational Administration Quarterly, 1-35.
Google Scholar CrossrefSupovitz, J., & Klein, V. (2003). Mapping a course for improved student learning: How innovative schools systematically use student performance data to guide improvement. Philadelphia: Consortium for Policy Research in Education.
Google Scholar CrossrefSwanson, J. (1995). Systemic reform in the professionalism of educators. Volume I: Findings and Conclusions. Studies of Education Reform. Andover, MA: NETWORK, Inc.
Google Scholar CrossrefSweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
Google Scholar CrossrefThomas, C. (2008). Problem-solving teams and data-driven school leadership: A path toward the next generation of special education services. Dissertation Abstracts International Section A, 68, 3245.
Google Scholar CrossrefTsai, W. & Ghoshal, S. (1998). Social capital and value creation: The role of intrafirm networks. Academy of Management Journal, 41(4), 464-476.
Google Scholar CrossrefTsai, W. (2001). Knowledge transfer in intraorganizational networks: Effects of network
Google Scholar Crossrefposition and absorptive capacity on business unit innovation and performance. Academy of Management Journal, 44(5), 996-1004.
Google Scholar CrossrefTschannen-Moran, M. (2009). Fostering teacher professionalism: The role of professional orientation and trust. Educational Administration Quarterly, 45, 217-247.
Google Scholar CrossrefTurner, E., & Coburn, C. (2012). Interventions to promote data use: An introduction. Teachers College Record, 114(11), 1-13.
Google Scholar CrossrefU.S. Department of Education (2009). Race to the top program. Retrieved from: http://www2.ed.gov/programs/racetothetop/executive-summary.pdf
Google Scholar CrossrefWasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. Cambridge, UK: Cambridge University Press.
Google Scholar CrossrefWebb, P., Briscoe, F. M., & Mussman, M. P. (2009). Preparing Teachers for the Neoliberal Panopticon. Educational Foundations, 23(3-4), 3-18.
Google Scholar CrossrefWeller, L., & Weller, S. (2002). The assistant principal: Essentials for effective school leadership. Thousand Oaks, CA US: Corwin Press.
Google Scholar CrossrefWenger, E. (1998). Communities of practice: Learning, meanings, and identity. New York: Cambridge University Press.
Google Scholar CrossrefYin, R. K. (2009). Case study research: Design and methods. (4th Ed.). Thousand Oaks, CA: Sage Publications.
Google Scholar CrossrefYoung, V. M. (2006). Teachers’ use of data: Loose coupling, agenda setting, and team norms. American Journal of Education, 112(4), 521–548.
Google Scholar CrossrefDescargas
Publicado
Metrics
Almetric
Dimensions
Cómo citar
Número
Sección
Licencia
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
