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Social Networks and Policy Coherence: Administrators' Common Core and Teacher Evaluation Advice Networks

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Title: Social Networks and Policy Coherence: Administrators' Common Core and Teacher Evaluation Advice Networks
Language: English
Authors: Stosich, Elizabeth Leisy (ORCID 0000-0002-5497-6389), Hatch, Thomas (ORCID 0000-0001-6840-4106), Hill, Kathryn (ORCID 0000-0002-4071-1283), Roegman, Rachel (ORCID 0000-0002-4181-2502), Allen, David (ORCID 0000-0002-1680-3575)
Source: Education Policy Analysis Archives. May 2021 29(60).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Peer Reviewed: Y
Page Count: 29
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Teacher Evaluation, Common Core State Standards, Educational Policy, School Districts, Social Networks, Network Analysis, Administrator Attitudes, Elementary Secondary Education, Human Resources, Educational Resources, Information Seeking, Administrator Behavior, Role, Grants, Educational Legislation, Federal Aid, Federal Programs, Federal Legislation
Laws, Policies and Program Identifiers: Race to the Top
ISSN: 1068-2341
Abstract: In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the Common Core. Further, administrators with more positive views of the potential impact of these policies and their access to the human and technical resources necessary for implementation were more likely to engage in positive information seeking behaviors. These findings have important implications for policies intended to increase instructional coherence in schools and districts.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1301479
Database: ERIC
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  Data: Social Networks and Policy Coherence: Administrators' Common Core and Teacher Evaluation Advice Networks
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  Data: <searchLink fieldCode="AR" term="%22Stosich%2C+Elizabeth+Leisy%22">Stosich, Elizabeth Leisy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5497-6389">0000-0002-5497-6389</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hatch%2C+Thomas%22">Hatch, Thomas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6840-4106">0000-0001-6840-4106</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hill%2C+Kathryn%22">Hill, Kathryn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4071-1283">0000-0002-4071-1283</externalLink>)<br /><searchLink fieldCode="AR" term="%22Roegman%2C+Rachel%22">Roegman, Rachel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4181-2502">0000-0002-4181-2502</externalLink>)<br /><searchLink fieldCode="AR" term="%22Allen%2C+David%22">Allen, David</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1680-3575">0000-0002-1680-3575</externalLink>)
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
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  Data: In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the Common Core. Further, administrators with more positive views of the potential impact of these policies and their access to the human and technical resources necessary for implementation were more likely to engage in positive information seeking behaviors. These findings have important implications for policies intended to increase instructional coherence in schools and districts.
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      – Text: English
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    Subjects:
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Common Core State Standards
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      – SubjectFull: Educational Policy
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      – SubjectFull: Social Networks
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Information Seeking
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      – SubjectFull: Race to the Top
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