Leading by Following

Sauers, Nicholas J.; Richardson, Jayson W.

doi:10.1177/0192636515583869

Cited by 24 publications

(15 citation statements)

References 23 publications

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“…His findings indicated that school leaders discussed various topics on Twitter, including technology, announcements, personal promotion, and educational policies. This finding was confirmed by Sauers and Richardson (2015), who concluded that Twitter is a platform that is providing educators new ways to "communicate, learn and grow" (p. 141).…”

Section: School Leadership and Social Mediamentioning

confidence: 77%

“…In particular, researchers have sought to better understand how the use of tools like Twitter may be impacting the practice of school leadership. Many have focused primarily on interconnectivity of Twitter as a tool for developing new and expanded professional learning networks (Carpenter & Krutka, 2014;Cho, 2013;Couros et al, 2012;Sauers & Richardson, 2015).…”

Section: School Leadership and Social Mediamentioning

confidence: 99%

“…Sauers and Richardson (2015) included a requirement that participants have tweeted more than once per week, while Cho (2013) included only participants that had more than 100 tweets in their history.…”

Section: Populationmentioning

confidence: 99%

“…The social media platform Twitter has firmly established a presence within the realm of educational leadership over the course of the last decade. Many scholars have explored the power of social media as a tool for developing professional learning networks and collaborative communities (Cho, 2013;Couros, Jarrett, McLeod, & Lehmann, 2012;Sauers & Richardson, 2015). In a recent study of school superintendents, Roth (2016) found that approximately 17% of current superintendents across the United States had a Twitter account in which they identify themselves as a superintendent.…”

Section: Introductionmentioning

confidence: 99%

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The discursive construction of superintendent statesmanship on Twitter

Hurst

2017

EPAA

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Abstract:The modern school superintendent fulfills a unique role in the U.S. public education system. He or she is structurally empowered as the de facto head of the local educational system, thereby granted with a certain amount of trust and authority regarding educational issues. At the same time, the superintendent is, in most cases, an employee of a politically appointed school board. While norms have traditionally encouraged superintendents to use caution with respect to political discourse (Boyd, 1974), social media has created a new platform upon which they can reach a broad range of stakeholders regarding many issues, including politics. This study seeks to better understand the emerging practice of political discourse by superintendents on Twitter. Employing discursive psychology principles (Potter & Wetherell, 1992), I will analyze the political tweets of superintendents and position current practices in relation to established role conceptualizations of the position. Findings include that superintendents utilize Twitter as a tool to establish their positions as political insiders and as advocates for students. Education Policy Analysis Archives Vol. 25 No. 29 SPECIAL ISSUE 2Keywords: superintendency; politics; Twitter; social media; discursive psychology La construcción discursiva de la política del superintendente en Twitter Resumen: El director de la escuela moderna desempeña un papel único en el sistema de educación pública de Estados Unidos. Él o ella está facultado estructuralmente como jefe de hecho, el sistema de educación local, así concedida con una cierta cantidad de confianza y autoridad en temas educativos. Al mismo tiempo, el superintendente suele ser un empleado de una junta escolar de designación política. Aunque las normas que tradicionalmente han animado a los superintendentes tener precaución con respecto a la expresión política (Boyd, 1974), las redes sociales han creado una nueva plataforma en la que pueden lograr una amplia gama de partes interesadas sobre muchos temas, incluyendo la política. Este estudio busca entender mejor la práctica que emerge del discurso político de los supervisores en Twitter. El empleo de principios de la psicología discursiva (Potter y Wetherell, 1992) analizan los tweets políticos de superintendentes y posicionarei prácticas actuales con respecto a la conceptualización de los roles establecidos de la posición. Los resultados incluyen los superintendentes utilizan Twitter como una herramienta para establecer sus posiciones como actores políticos y promotores de los estudiantes. Palabras-clave: Superintendencia; política; Twitter; las redes sociales; psicología discursiva A construção discursiva do superintendente política no Twitter Resumo: O superintendente escolar moderno cumpre um papel único no sistema de educação pública dos EUA. Ele ou ela é estruturalmente habilitada como chefe de fato do sistema educacional local, concedido assim com uma certa quantidade de confiança e autoridade em relação a questões educacionais. Ao mesmo tempo, o superintende...

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Section: School Leadership and Social Mediamentioning

confidence: 77%

Section: School Leadership and Social Mediamentioning

confidence: 99%

Section: Populationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The discursive construction of superintendent statesmanship on Twitter

Hurst

2017

EPAA

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“…Based on prior research on identifying active Twitter users (Sauers & Richardson, 2015;Veletsianos, 2011), we used four inclusion criteria to identify educational leaders who have been using Twitter actively. The criteria are that a participant must have: (1) a public Twitter profile,…”

Section: Phase 1: Identify Active Twitter Users Holding Educational Lmentioning

confidence: 99%

A Social Network Approach to Examine K-12 Educational Leaders’ Influence on Information Diffusion on TWitter

Wang

Sauers

Richardson³

2016

Journal of School Leadership

Self Cite

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This study investigated the relationship between the leader's gen der, leadership position, Twitter use, and influence on information diffusion in the communication network on Twitter. We collected the 30,200 latest tweets of 151 active Twitter users who held educational leadership positions. Results of social network analysis and multiple regression analyses suggest a gender inequality in the leader's influence on information diffusion in the network. Find ings also indicate no significant relationship between leadership position (district vs. building) and a leader's influence in the network. Moreover, Twitter following was positively associated with the leader's influence in the network, whereas the number of followers, weekly tweets, and the time of Twitter account creation did not predict the leader's influence. Practical implications on how leaders use Twit ter to disseminate information are discussed.

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Affinity Spaces as an Analytical Lens for Attending to Temporality in Critical Data Studies: The Case of COVID-19-Related, Educational Twitter Communication

Zakharova

Jarke

Breiter

2022

Transforming Communications – Studies in Cross-Media Research

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This chapter is based on an analysis of Germany’s biggest education-related Twitter hashtag before and during the COVID-19 pandemic. We study the reconfiguration of the central actors and topics along the #twlz hashtag to trace the change in pandemic-related communication about education. Specifically, we focus on two arguments developed by education scholars as responses to the COVID-19 crisis: educational technology providers and political actors increasingly turn to social media to mediate their COVID-19 crisis management; at the same time, educational technologies are increasingly being positioned as solutions to the educational challenges posed by the pandemic. Using an analytical framework of affinity spaces, we extend on the hashtag studies and understand the #twlz hashtag as an ongoing process of associating various actors, topics, and things. Through a mix of qualitative and quantitative analysis, we addressed questions of how educational technology providers and political actors reconfigured the #twlz affinity space and how suitable the concept of affinity space is for studying crisis through Twitter hashtags. We identify shifts in topics and actors central to the #twlz affinity space as a reaction to the national and regional educational crisis management over time and trace the practices through which these shifts unfold. With our empirical investigation of educational Twitter communication as practices of reconfiguration rather than content redistribution, we contribute to new perspectives for critical data studies (in education) conceptually and methodologically.

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Leading by Following

Cited by 24 publications

References 23 publications

The discursive construction of superintendent statesmanship on Twitter

The discursive construction of superintendent statesmanship on Twitter

A Social Network Approach to Examine K-12 Educational Leaders’ Influence on Information Diffusion on TWitter

Affinity Spaces as an Analytical Lens for Attending to Temporality in Critical Data Studies: The Case of COVID-19-Related, Educational Twitter Communication

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