Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development
Abstract
This article presents an analysis showing how collegial interactions can augment the mechanism of teachers’ learning from professional development. The analysis relies on social network data and self-reports of writing instructional practices from teachers in 20 different schools that were part of a longitudinal study of the National Writing Project’s partnership activities. The results indicate that both organized professional development and...
Paper Details
Title
Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development
Published Date
Nov 1, 2012
Volume
119
Issue
1
Pages
103 - 136
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