The use of visual network scales in teacher leader development

Polizzi, Samuel J.; Ofem, Brandon; Coyle, William; Lundquist, Keith; Rushton, Gregory T.

doi:10.1016/j.tate.2019.03.018

Cited by 12 publications

(12 citation statements)

References 48 publications

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“…In the related research article in Teaching and Teacher Education , we described our interest in the use of Visual Network Scales (VNS) and Social Network Analysis (SNA) in teacher leadership Professional Development (PD) activities [1]. Therefore, we designed a network-based leadership activity for a cohort of 16 Master Teaching Fellows (MTFs) enrolled in a National Science Foundation grant to develop science teacher leaders.…”

Section: Experimental Design Materials and Methodsmentioning

confidence: 99%

“…same school/district/state/(inter)national] for the participant and their contacts was formatted as a 2-mode attribute matrix in Microsoft Excel. The 1-mode interaction matrix was imported into UCINET software to calculate ego network size and density reported in the main research article [1]. The 1-mode interaction matrix and 2-mode attribute matrix for geography were imported into NETDRAW software to construct network maps that could be shared with participants during the monthly meeting.…”

Section: Experimental Design Materials and Methodsmentioning

confidence: 99%

“…Transcript data from the network discussion was manually coded with a priori codes from the activity instrument (Appendix B) related to open and network density and associated social capital outcomes [1]. Coding occurred at the level of “comment,” referring to a teacher's spoken thoughts on the topic.…”

Section: Experimental Design Materials and Methodsmentioning

confidence: 99%

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Social network data from teacher leader development

et al. 2019

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Social network analysis can draw upon surveys and discussions to generate quantitative and qualitative data. We describe network data generated via a social network survey and discussion activity with high school science teachers in a teacher leadership development program. Data include social network maps related to seeking expertise in teaching content and/or pedagogy, disaggregated by contacts at the school, district, state, nation, and international spheres of influence. Data also include transcripts of the activity and teacher discussions of networks in their own educational settings. This data article is related to the research article, “The use of visual network scales in teacher leader development” Polizzi et al., 2019, where data interpretation can be found.

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Section: Experimental Design Materials and Methodsmentioning

confidence: 99%

Section: Experimental Design Materials and Methodsmentioning

confidence: 99%

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Social network data from teacher leader development

et al. 2019

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“…The breakthrough of technological communication in the era of industrial revolution 4.0 has resulted in the emergency of digital communication in our daily life. This rapid development has created a virtual community among cyber citizens worldwide (Polizzi, Ofem, Coyle, Lundquist & Rushton, 2019). This digital communication has dominated the process of disseminating and communicating pieces of information, ideas and emotions or skills from one individual to another and also from one place to another place among the cyber citizens.…”

Section: Introductionmentioning

confidence: 99%

Digital Communication: Priorities in the Relationship of Principal Leadership and Collaborative Community at Malaysian School

Yusof¹,

Fuad²,

Aslamiah³

et al. 2020

ujer

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The impact of the development of the Industrial Revolution 4.0 (IR 4.0) also involved the communication element. This new medium of communication has taken its place recently in the most community to create a virtual community. Therefore, this quantitative study of 202 respondents was carried out to identify the contribution of this new medium of digital communication in the relationship between principal leadership and collaborative community in schools. The data were collected through the questionnaire and analysed using AMOS software version 22. It was found that principal's leadership contributed significantly to digital communication (β = .073, CR = 6.393, P = .000), the new medium of digital communication also contributed significantly to the collaborative community (β = .149, CR = 7.787, P = .000), and its' also contributed as a mediator between principals leadership and community at schools. These findings indicate that the relationship between school principals and collaborative community can be enhanced by the use of a new medium of digital communication such as WhatsApp, Telegram and any other methods. Through this study, a model of collaborative community measurement was developed. This model can be used as a guidance for all the principals to apply this medium in school and also provides a clear signal for the school leaders to achieve the ninth shift of Malaysia Education Blueprint (PPPM 2013-2025) that is a collaboration with parents, communities and the private sector as a whole.

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“…Wu and Wu (2001) propose that ICT-based instruction is diffused through not only administrative policies but also through the interpersonal exchanges among organization members. Previous studies have shown the value of SNP by establishing the importance of teacher interactions for leadership (Polizzi et al 2019;Lin et al 2018). By elucidating the dynamics of teachers' social networks (SNs), this study aims to understand the challenges of scaling up ICT-based instruction and explore the effective measures for the implementation of ICTbased instruction at the ground level in schools.…”

Section: Introductionmentioning

confidence: 99%

The Role of Teachers' Social Networks in ICT-Based Instruction

Kim

Pak

Cho

2021

Asia-Pacific Edu Res

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To scale up pedagogical innovation using information and communications technology (ICT), educators have shifted the focus of professional development from primarily an individualist endeavor to a collective approach including teachers' social networks (SNs). SNs have been found to be a major contributor to professional development and support, which in turn promote teachers' self-efficacy and improve their teaching practices. However, the effects of SNs in pedagogical innovation may vary depending on the structure of SNs and the quality of the interaction in a network. It is necessary to reconsider the assumption that the more networked teachers become, the better they teach students. This study aims to explore both the supportive and obstructive roles of teachers' SNs in scaling up ICT-based instruction through in-depth interviews with 14 primary school teachers (7 active and 7 passive ICT using teachers) in South Korea. This study found that some SNs played a positive role in supporting ICT-based instruction and professional development, whereas some imposed constraints on using ICT for teaching and learning. Teachers who actively conducted ICT-based instruction were likely to have appropriate countermeasures to obstructive SNs. This study suggests that systematic supports are necessary to help teachers expand their supportive SNs in and out of schools and to develop professional competencies to overcome the negative impacts of obstructive SNs.

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The use of visual network scales in teacher leader development

Cited by 12 publications

References 48 publications

Social network data from teacher leader development

Social network data from teacher leader development

Digital Communication: Priorities in the Relationship of Principal Leadership and Collaborative Community at Malaysian School

The Role of Teachers' Social Networks in ICT-Based Instruction

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