DHB: Collaborative Research: Analyzing the Flow of Network-Embedded Expertise in Schools: A Longitudinal Study of Individual and Organizational Change (MSU)

DHB：协作研究：分析学校网络嵌入式专业知识的流动：个人和组织变革 (MSU) 的纵向研究

• 批准号: 0624284
• 负责人: Ken Frank
• 金额: $ 19.83万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-01-01 至 2010-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0624284&HistoricalAwards=false
• 关键词: DHB; Collaborative; Research; Analyzing; Flow

Integrating accounts of individual and organizational change is a fundamental challenge in the social and behavioral sciences. New institutional pressures on schools, brought about by the threat of sanctions under the federal No Child Left Behind Act (NCLB), provide an ideal context for studying organizational and individual responses to exogenous pressures for change. In this collaborative research project, researchers are using social network analysis as part of a longitudinal study of change processes in a sample of 12 schools in California. The study builds on an earlier study (REC-0231981) in these schools and will analyze how social networks and social processes change in response to NCLB policies. The principal question is "How do social processes and structures formed during the implementation of previous reforms and innovations enable and constrain teachers' responses to new institutional forces such as NCLB?" To address these questions, researchers will collect longitudinal data on teachers' classroom teaching practices, principal and other administrative leadership behaviors, and on teachers' social networks using questionnaires and interviews. Researchers will then use a combination of case analyses of organizational functioning, social network analyses to model selection of ties and change in networks over time, and multi-level models to test the influence of network ties and individual characteristics on teacher change. Findings will build an understanding of how schools respond as social organizations to multiple reforms and how access to social resources influences responses to pressures for change. The opportunity to examine evolving change dynamics under strong outside pressure can broadly inform expectations about individual and organizational adaptation under waves of change. Strong findings from the study may make evident the need to develop a more dynamic perspective or may suggest that social networks are quite stable even under massive pressure.

整合个人和组织变化的描述是社会科学和行为科学中的一个根本挑战。联邦《不让一个孩子掉队法案》(NCLB)下的制裁威胁给学校带来了新的体制压力，为研究组织和个人对要求变革的外部压力的反应提供了理想的背景。在这个合作研究项目中，研究人员使用社交网络分析作为加州12所学校样本变化过程的纵向研究的一部分。这项研究建立在这些学校早期的一项研究(REC-0231981)的基础上，并将分析社交网络和社交过程如何随着NCLB政策的变化而变化。主要的问题是：在实施先前的改革和创新过程中形成的社会过程和结构如何使教师对NCLB等新的制度力量的反应成为可能和制约？为了解决这些问题，研究人员将通过问卷和访谈收集关于教师课堂教学实践、校长和其他行政领导行为以及教师社交网络的纵向数据。然后，研究人员将结合组织功能的案例分析、社会网络分析来建模关系的选择和网络随时间的变化，以及多层次模型来测试网络关系和个人特征对教师变化的影响。调查结果将有助于理解学校作为社会组织如何应对多重改革，以及获得社会资源如何影响对变革压力的反应。在强大的外部压力下研究不断变化的变化动态的机会，可以广泛地告知人们对变化浪潮下个人和组织适应的预期。这项研究的有力发现可能表明，需要发展更具活力的视角，或者可能表明，即使在巨大的压力下，社交网络也相当稳定。