Of Teams and Ties: Examining the Relationship Between Formal and Informal Instructional Support Networks
Of Teams and Ties: Examining the Relationship Between Formal and Informal Instructional Support Networks
复制标题
团队和关系：检查正式和非正式教学支持网络之间的关系
DOI：
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发表时间：
2018
影响因子：
3.3
通讯作者：
R. Mazur
中科院分区：
文献类型：
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作者：
R. Woodland;R. Mazur
目的：本研究探讨一个市区的能力，以传播教学创新。社会网络分析（SNA）被用来研究“非正式”的教师支持网络和“正式”的教师支持网络的管理员通过所需的成员团队设计之间的关系。本研究亦试图揭示学校领导者如何考虑研究结果，根据他们的地区的理论变化，以提高教师的合作。方法：大约1,100名员工回答了一项社会计量调查，询问人口统计数据，团队成员和寻求建议的行为。SNA方法用于检查网络内聚性（即，大小、密度、隔离点、联系）和度中心性。统计分析（卡方和多项逻辑回归）进行了研究如何团队成员与教师的咨询行为。社会图的视觉检查用于与地区工作人员进行沟通并理解调查结果的意义。调查结果：大部分教师的非正式教学支持关系是伴随着一个管理员创建的正式团队的共享成员。大多数教师谁报告说，至少有一个同事有一个强大的，积极的影响，他们的做法，也参加了至少一个正式的团队，并认为他们的团队的合作积极影响他们的教学实践。启示：学校领导通过组织设计影响教学支持网络的质量。教师能够获得社会资本和教学支持的程度受到管理者对如何构建教师合作的选择的影响。
Purpose: This study examined an urban district’s capacity to diffuse instructional innovations. Social network analysis (SNA) was used to examine the relationship between “informal” teacher support networks and “formal” teacher support networks engineered by administrators through required membership on a team. This study also sought to uncover how school leaders considered study findings in light of their district’s theory of change to improve teacher collaboration. Method: About 1,100 employees responded to a sociometric survey that queried for demographics, team membership, and advice-seeking behavior. SNA methods were used to examine network cohesion (i.e., size, density, isolates, ties) and degree centrality. Statistical analyses (chi-square and multinomial logistic regressions) were performed to examine how team membership were associated with teachers’ advice-seeking behaviors. Visual inspection of sociograms was used to communicate and make meaning of findings with district personnel. Findings: The majority of teachers’ informal instructional support ties were concomitant with shared membership on an administrator created formal team. The majority of teachers who reported that at least one colleague had a strong, positive influence on their practice, also participated in at least one formal team, and believed their team’s collaboration positively affected their instructional practice. Implications: School leaders affect quality of instructional support networks through organizational design. The extent to which teachers are able to access social capital and instructional support is influenced by the choices administrators make about how to structure teacher collaboration.