Utilising social network analysis to identify the structural features of teachers' knowledge and resource-sharing networks within schools
Utilising social network analysis to identify the structural features of teachers' knowledge and resource-sharing networks within schools
This article discusses how social network analysis (SNA) might be used to identify the structural features present in the resource- and knowledge-sharing networks that develop between teachers when they are working within their schools. Network survey data was collected from teachers as part a case study research project undertaken in two high-achieving schools, one primary, and one secondary. Teachers working in schools operate within a number of organisational structures, such as Year Teams and Subject Departments. Through use of SNA techniques, this research aims to compare the extent to which the structure of networks of teacher collaboration around particular aspects of teacher practice may be associated with teachers’ affiliation to such teams. Teachers in each school were asked to nominate colleagues to whom they turned during the previous month for resources and knowledge in their practice of teaching and learning, and their use of student attainment and progress data. Analysis using a range of whole-network metrics revealed that there were key structural differences between networks that developed around learning and teaching compared to those focused on the use of attainment and progress data, with greater collaboration across teams in data use than in teaching and learning practices. There were also key differences observed when comparing the resource-sharing and knowledge-sharing networks, with collaborative resource-sharing for teaching and learning occurring much more within closed groups participating in reciprocated exchange, compared to a more open, though less reciprocated approach to knowledge-sharing collaboration. Finally, the potential use of metrics at the level of individual teachers to identify key actors in each network is considered.
138-159
Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c
1 June 2018
Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Downey, Christopher
(2018)
Utilising social network analysis to identify the structural features of teachers' knowledge and resource-sharing networks within schools.
Profesorado, Revista de Currículum y Formación del Profesorado, 22 (2), .
(doi:10.30827/profesorado.v22i2.7718).
Abstract
This article discusses how social network analysis (SNA) might be used to identify the structural features present in the resource- and knowledge-sharing networks that develop between teachers when they are working within their schools. Network survey data was collected from teachers as part a case study research project undertaken in two high-achieving schools, one primary, and one secondary. Teachers working in schools operate within a number of organisational structures, such as Year Teams and Subject Departments. Through use of SNA techniques, this research aims to compare the extent to which the structure of networks of teacher collaboration around particular aspects of teacher practice may be associated with teachers’ affiliation to such teams. Teachers in each school were asked to nominate colleagues to whom they turned during the previous month for resources and knowledge in their practice of teaching and learning, and their use of student attainment and progress data. Analysis using a range of whole-network metrics revealed that there were key structural differences between networks that developed around learning and teaching compared to those focused on the use of attainment and progress data, with greater collaboration across teams in data use than in teaching and learning practices. There were also key differences observed when comparing the resource-sharing and knowledge-sharing networks, with collaborative resource-sharing for teaching and learning occurring much more within closed groups participating in reciprocated exchange, compared to a more open, though less reciprocated approach to knowledge-sharing collaboration. Finally, the potential use of metrics at the level of individual teachers to identify key actors in each network is considered.
Text
Profesorado Spec Issue 22_1 SNA article - Accepted version
- Accepted Manuscript
More information
Accepted/In Press date: 22 April 2018
e-pub ahead of print date: 1 June 2018
Published date: 1 June 2018
Identifiers
Local EPrints ID: 422626
URI: http://eprints.soton.ac.uk/id/eprint/422626
ISSN: 1989-6395
PURE UUID: 613ceb9a-58af-43fc-a4e1-3ea3b4485daf
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Date deposited: 26 Jul 2018 16:30
Last modified: 16 Mar 2024 03:52
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