Responding to State Mandates around Instruction: The Development of Administrator Social Networks in an Urban District
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| Title: | Responding to State Mandates around Instruction: The Development of Administrator Social Networks in an Urban District |
|---|---|
| Language: | English |
| Authors: | Roegman, Rachel, Lee, Seungyoon, Hatch, Thomas, Stumberger, Neva, Hill, Kathryn |
| Source: | Journal of School Leadership. Sep 2018 28(5):672-705. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Evaluation, Common Core State Standards, Urban Schools, Social Networks, Network Analysis, Instructional Program Divisions, Administrator Role, Social Capital, Central Office Administrators, Supervisors, Principals, Elementary Secondary Education |
| DOI: | 10.1177/105268461802800505 |
| ISSN: | 1052-6846 |
| Abstract: | In this paper, we document development of administrator networks around teacher evaluation and Common Core in an urban district over four years. Using social network analysis, we look at the extent to which networks focused on instructional initiatives spanned formal roles. Findings highlight influences of role and grade level as well as the nature of different initiatives in the ways that networks developed. As interactions increase, administrators share their knowledge and expertise--and district leadership has the potential to develop structures that support this. We conclude with implications for policy and practice. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1279132 |
| Database: | ERIC |
| Abstract: | In this paper, we document development of administrator networks around teacher evaluation and Common Core in an urban district over four years. Using social network analysis, we look at the extent to which networks focused on instructional initiatives spanned formal roles. Findings highlight influences of role and grade level as well as the nature of different initiatives in the ways that networks developed. As interactions increase, administrators share their knowledge and expertise--and district leadership has the potential to develop structures that support this. We conclude with implications for policy and practice. |
|---|---|
| ISSN: | 1052-6846 |
| DOI: | 10.1177/105268461802800505 |
