Social Network Theory and Educational Change Overview, Alan J.

Daly


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Social Network Theory and Educational Change
Published by Harvard Education Press

http://www.hepg.org/hep/book/131/SocialNetworkTheoryAndEducationalChange

Edited by
Alan J. Daly, Ph.D.
University of California, San Diego


Overview

Efforts at improving public educational systems in support of better achievement for students are commonplace
across the globe. Many countries have experienced or are experiencing prime ministers, premiers, or presidents
that define themselves as the education leader and as such enact a series of changes targeted at improving their
nations schools. These reforms are typically enacted using a variety of formal structures, processes, and
accountability levers to improve performance. However, while these more formal, technical approaches at
improving education are important and have been well documented, what appears to be missing in the change
equation, and much of the literature, is attention to the relational linkages between actors through which reform
flows.

Social resources such as knowledge, information, and expertise are exchanged through informal networks of
relations between actors in a system. Change, therefore, does not result solely through technical plans and
blueprints, but through the interaction of participants as these change processes emerge and are maintained
through interpersonal relationships. It is the interdependence of relational ties that may ultimately moderate,
influence, and even determine the direction, speed, and depth of a change. Therefore, examining the quality of
relationships between and among actors is important in understanding how the flow of resources within a system
may support or constrain efforts at change. This unique volume provides theoretical, methodological, empirical,
and applied studies from across the globe foregrounding the examination of relationships within, among, and
between educational actors. Through a collection of chapters by leading international scholars, readers will be
provided with a diverse set of studies grounded in social capital and social network theory that examine and
explore social networks in education from a number of vantage points.


Empirical Grounding

In this section the empirical basis upon which the book is grounded is presented. One of the basic conceptual
foundations in understanding social networks is the concept of social capital. A number of theorists have
written on social capital; each foregrounding a different aspect of the concept and offering nuanced
understanding of the idea (see, for example, Bourdieu, 1986; Burt, 1992; Coleman, 1988; Lin, 2001; Putnam,
1993). Lin (2001) notes that the common denominator between all major theorists includes the understanding
that social capital consists of: The resources embedded in social relations and social structure which can be
mobilized when an actor wishes to increase the likelihood of success in purposive action (p. 24). Social capital
is therefore an investment in a systems social relations through which the resources of other individuals can be
accessed, borrowed, or leveraged. This differentiates social capital from human capital, which refers to
investments in training, development, or certifications of individuals, or physical capital that is contained in
infrastructure and equipment (Bourdieu, 1986; Coleman, 1988; Dika & Singh, 2002; Lin, 2001).

Social Network Theory and Educational Change Overview, Alan J. Daly


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The idea of social capital has been increasingly used in education and has been connected to a variety of positive
outcomes such as educational attainment (Dyk & Wilson, 1999), educational aspirations as tied to institutional
agents (Stanton-Salazar & Dornbusch 1995), and home-school connections (Horvat, Weininger & Laureau,
2003). However, while the effects of social capital are generally in an expected direction in terms of educational
outcomes, researchers have suggested that additional empirical studies are necessary given the variation in both
definition and outcome (Dika & Singh, 2002).

Social capital can be operationalized as the resources embedded in social systems, as well as accessed and used by
actors for action (Lin, 2001). Social capital is therefore concerned with the resources that exist in social relations
(sometimes referred to as ties) between individuals as opposed to the resources of a specific individual. This
implies that actors must be aware of the assets in their network and take action through social ties to access these
resources (Portes & Sensenbrenner, 1993). It is the quality of those ties between individuals in a social system
that creates a structure that ultimately determines opportunities for social capital transactions and access to
resources (Burt, 1992; Coleman, 1988, 1990; Granovetter, 1973, 1982; Lin, 2001; Putnam, 1993; 1995).

Networks are typically identified by the content that is exchanged between actors or flows through the social ties,
those linkages form a structure of relationships (Scott, 2000; Wasserman & Faust, 1998). In many cases, the
underlying social structure determine the type, access, and flow of resources to actors in the network leading
some scholars to suggest that the old adage It is not what you know, but who you know, is more accurately,
Who you know defines what you know (Cross, Baker & Parker, 2003). The balance of scholarship suggests the
necessity to better understand of the interconnected networks of relations that may facilitate or inhibit the
exchange of resources. Recent social network inquiries in the field of education have covered a wide range of
topics including: school, teacher and policy networks (Coburn & Russell, 2008; Frank, 2005; Frank, Zhao, &
Borman, 2004; Penuel, Frank, Krause, 2007; Spillane, 2008); support networks of teachers (Baker-Doyle, 2008);
reform networks (Weinbaum & Cole, 2008); teacher professional development networks (Lima, 2007);
innovation and trust networks (Atteberry & Bryk, 2009; Sleegers & Moolenar, 2009); departmental structures
(Lima, 2003, 2004, Spillane, 2006); leadership networks (Daly & Finnigan, 2009; Hite, Williams, Hilton & Baugh,
2006). These scholars, many of whom are represented in this text, are conducting leading edge research in social
network methods and application in education and provide insight into how social ties may support or constrain
efforts at change in a variety of contexts at different systemic levels.


Content Overview

The book begins with a prologue that includes two introductory chapters. The first chapter provides the
development and evolution of social network theory and its connection to the social sciences. This grounding in
the basics of social network theory providing readers with a general overview and orientation toward the study
of social networks in the social sciences. The second chapter in the prologue connects the larger field of social
capital and social network theory to education and suggests the importance of foregrounding relational linkages
in the examination of educational systems. In addition, a brief overview of the main sections is offered as an
orientation to the text and upcoming chapters.

Part one focuses on the relationship between policy, reform and social networks and teachers. Within these
chapters the authors explore how policy and reform are understood, negotiated, and enacted within the social
networks of educators. The first chapter examines how school district policy is taken up, modified, and in some
cases discarded through the social networks within eight urban elementary schools in the US. The second
chapter analyzes how a series of systemic reform efforts targeting high schools is diffused through the informal
social networks upon which the change is layered. These chapters are particularly important given the number
of reforms and efforts at change that are underway in most schools and districts across the globe. These studies
Social Network Theory and Educational Change Overview, Alan J. Daly


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offer a more nuanced understanding of how policy and reforms are diffused through educational actors in
support of organizational goals.

These chapters examine the critical area of teacher learning and knowledge exchange between and among
teachers in a variety of settings including urban schools in the United States, a school district in the Netherlands,
and a longitudinal study of multiple schools. Issues of support, trust, and innovation are explored as teachers
engage in the complex task of educating students and working together. In addition, these chapters examine
how the informal social networks of teachers and coaches can both support and constrain the development of
instructional strategies, assessment, and articulation of curriculum. Better understanding the interactions of
teachers within school and district settings is critical in improving educational outcomes and the empirical work
in this section provides both insights and recommendations to improve the networks of teachers.

Part two provides an examination of leadership and social networks. The relationship between networks and
leadership is a relatively understudied area in education and these chapters represent the latest work in the area.
The first chapter offers a careful exploration of how leaders in formal positions distribute the functions of
leadership through social networks and examines how leaders can leverage these networks to meet organizational
goals. The second chapter complements the first by exploring non-traditional leaders and the way in which they
utilize social networks in accomplishing tasks. These chapters are unique in that they are draw upon the
theoretical perspective of both formal and informal distributed leadership and examine that work through a
social network lens. This robust combination of chapters provides unique insights into both areas.

Part three moves to more methodological issues around social networks. The first chapter pushes the current
work in the field of social networks in education to suggest the importance of more sophisticated methods and
models for the analysis and reporting of social network data. The second chapter explores the difficult and
ethical issues of collecting social network data. The author provides insight and recommendations as to the
collection of social network data in educational settings. These chapters written by recognized methodological
scholars in the area of social network theory and provide the latest thinking in applying social network analysis to
the field of education.

The last chapter provides a cumulative summation of the key ideas from the text as well as connections to
ongoing social network research and findings. In addition, future directions and areas for research are provided.


Table of Contents

FUREWURD
}0BITB WARREN-LITTLE
0NIvERSITY 0F CALIF0RNIA, BERKLEY
INTRUDUCTIUN
1. MAPPINC THE TERRAIN: SUCIAL NETWURK THEURY AND EDUCATIUNAL CHANCE
ALAN }. BALY
0NIvERSITY 0F CALIF0RNIA, SAN BIEu0

2. AN UVERVIEW UF SUCIAL NETWURK THEURY AND ANALYSIS
STEPBEN P. B0RuATTI ANB BRANB0N 0FEN
0NIvERSITY 0F KENT0CKY



Social Network Theory and Educational Change Overview, Alan J. Daly


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PART UNE: TEACHER NETWURKS IN CHANCE

3. "I WUULD CU TU HER BECAUSE HER MIND IS MATH": NETWURK FURMATIUN IN THE CUNTEXT UF MATHEMATICS
REFURM
CYNTBIA E. C0B0RN, LINBA CB0I, ANB WILL0W NATA
0NIvERSITY 0F CALIF0RNIA, BERKLEY

4. ANALYZINC THE RULE UF SUCIAL NETWURKS IN SCHUUL-BASED PRUFESSIUNAL DEVELUPMENT INITIATIVES
ALLIS0N ATTEBERRY ANB T0NY BRYK
STANF0RB 0NIvERSITY ANB TBE CARNEuIE F00NBATI0N

5. CHANCINC TIME: ATTITUDES, REFURM, AND SUCIAL NETWURKS IN HICH SCHUULS
R0SSELL P. C0LE ANB ELLI0T B. WEINBA0N
NATBENATICA P0LICY RESEARCB ANB 0NIvERSITY 0F PENNSYLvANIA

. LINKS FUR TRUST AND INNUVATIUN: CUNNECTINC SUCIAL NETWURKS WITH TEACHER TRUST AND INNUVATIVE CLIMATE
IN DUTCH SCHUULS
NIENKE N. N00LENAAR ANB PETER SLEEuERS
0NIvERSITY 0F TWENTE

7. DEVELUPINC EXPERTISE TRANSPARENCY IN TEACHER PRUFESSIUNAL DEVELUPMENT PRUCRAMS
KIRA }. BAKER-B0YLE ANB S0SAN A. Y00N
PENNSYLvANIA STATE 0NIvERSITY


PART TWU: FURMAL AND INFURMAL LEADERSHIP NETWURKS IN CHANCE

8. LEADINC AND MANACINC INSTRUCTIUN: EXPLURINC FURMAL AND INFURMAL ASPECTS UF THE ELEMENTARY SCHUUL
URCANIZATIUN
}ANES P. SPILLANE, KALEEN BEALEY, ANB CB0Nu NIN KIN
N0RTBWESTERN 0NIvERSITY ANB NICBIuAN STATE 0NIvERSITY

9. EXAMININC THE EFFECTS UF DISTRIBUTED LEADERSHIP IN SCHUULWIDE REFURM INITIATIVES
WILLIAN R. PEN0EL, KENNETB A. FRANK, ANB ANN KRA0SE
SRI INTERNATI0NAL, NICBIuAN STATE 0NIvERSITY, ANB 0NIvERSITY 0F T0LEB0

10. LEARNINC AT A SYSTEM LEVEL: THE SUCIAL NETWURKS UF INFURMATIUN AND INNUVATIUN UF LEADERS IN AN URBAN
SETTINC
KARA FINNIuAN ANB ALAN }. BALY
0NIvERSITY 0F R0CBESTER ANB 0NIvERSITY 0F CALIF0RNIA, SAN BIEu0

11. THE NATURE AND FUNCTIUNS UF A HEADTEACHER NETWURKINC THE SECUNDARY SCHUULS UF MUKUNU DISTRICT,
UCANDA
}0LIE N. BITE, STEvEN }. BITE, CBRIST0PBER B. N0uIN0 ANB Y0S0F NS0B0uA
BRIuBAN Y00Nu 0NIvERSITY, NAKERERE 0NIvERSITY, ANB 0uANBA NINISTRY 0F EB0CATI0N


PART THREE: NETWURK MUDELS, METHUDS, AND LESSUNS LEARNED

12. TEACHERS' UTILITY AND SUCIAL NETWURK MUDELS FUR EDUCATIUNAL RESEARCH
KENNETB A. FRANK, CB0Nu NIN KIN, ANB BALE BELNAN
NICBIuAN STATE 0NIvERSITY
Social Network Theory and Educational Change Overview, Alan J. Daly


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13. DATA CULLECTIUN IN STUDIES UF NETWURKS IN EDUCATIUN: CHALLENCES AND RECUMMENDATIUNS
}0RuE AvILA BE LINA
0NIvERSITY 0F TBE AZ0RES

14. SURVEYINC THE TERRAIN AND CHARTINC THE FUTURE: SUCIAL NETWURK THEURY AND EDUCATIUNAL CHANCE
ALAN }. BALY
0NIvERSITY 0F CALIF0RNIA, SAN BIEu0


Distinguishing Features

This book represents the intersection of empirical research and theory by some of the leading scholars in the
field who are drawing upon social network theory as applied to education. The collection of chapters provides
both insight into the use of social network theory and application in education as well as thoughtful implications
for critical areas of practice including: policy, reform, teaching and learning, leadership, and community
development. This unique collection bridges social network theory to practice providing readers with an
overview of the field as well as future directions for study. The text differentiates itself from other books in
offering an international collection of authors who present theoretical and empirical studies in education that
draw upon social capital and network theory; and through examining different levels of the educational system
from policy to teachers to leaders and out to the larger community.