Common Core, Common Beliefs? Teachers’ Social Network Formation and Professional Beliefs in the Context of the Common Core

• In Event: Educational Change in Changing Times: Beliefs, Aspirations, Leadership, Critique, and Transformation

Abstract

Research suggests that the implementation of educational change such as the Common Core State Standards (CCSS) involves sense-making among educators. This study examines the extent to which teachers’ beliefs about the CCSS affect the formation of teacher relationships regarding the CCSS. Social network data were collected from 431 educators in 14 elementary schools in that introduced the CCSS. Our findings suggest that beliefs about the CCSS influenced the likelihood of CCSS discussion ties. Moreover, teachers were more likely to discuss the CCSS with those who held similar, rather than dissimilar beliefs, thus potentially limiting the breadth of perspectives in these interactions. As such, the study offers unique insights in the interplay of social network formation and major educational policy changes.

Authors

• Nienke M. Moolenaar, Utrecht University

• Alan J. Daly, University of California - San Diego

• Yi-Hwa Liou, National Taipei University of Education