Mapping Teacher Informal Advice Networks as a Tool for District Administrators: A Case Study.

Trish Wonch Hill, Grace Kelly, Julia McQuillan, Michelle Phillips, Miranda Melson, James Blake
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Abstract

With few resources and little time for professional development, science education leaders need ways to efficiently disseminate effective pedagogical practices, improve instruction, and support science teachers (Shaked and Schecter, 2016). Efficient leader strategies are especially important as teachers and districts face reforms to existing standards. One potential avenue for dissemination is leveraging the informal social networks of teachers. Therefore, it is necessary to map and interpret informal teacher networks. We describe a case study involving a partnership of university researchers and a district science curriculum specialist who collected survey data to map district teacher informal advice-seeking networks. We also describe the kinds of network analysis information that science education leaders can use to make strategic decisions about the costs and benefits of efforts directed at all teachers (e.g. workshops, annual professional development time) and those directed at highly connected teachers who can become or already are informal leaders in their communities.

绘制教师非正式咨询网络图,作为地区管理者的工具:案例研究。
在资源匮乏、专业发展时间有限的情况下,科学教育领导者需要有办法高效地传播有效的教学实践、改进教学和支持科学教师(Shaked 和 Schecter,2016 年)。当教师和地区面临现有标准的改革时,高效的领导者策略就显得尤为重要。一个潜在的传播途径是利用教师的非正式社交网络。因此,有必要绘制和解释非正式的教师网络。我们介绍了一项由大学研究人员和地区科学课程专家合作开展的案例研究,他们通过收集调查数据,绘制了地区教师非正式咨询网络图。我们还介绍了网络分析信息的种类,科学教育领导者可以利用这些信息,就针对所有教师的工作(如研讨会、年度专业发展时间)和针对联系紧密的教师的工作(这些教师可以成为或已经成为其社区的非正式领导者)的成本和效益做出战略决策。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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