For Squad Members Only! Why Some Teachers Are More Popular to Interact With in Data Use

• In Event: The Complexity of Data-Based Decision Making: Evidence From the United States, Norway, New Zealand, and Belgium

Abstract

Objectives
Teacher interactions are seen as a source for teachers’ professional development. Particularly in data use because teachers’ often lack the essential knowledge and skills (Datnow & Hubbard, 2016). To better understand the potential of teacher interactions, research is needed into who is consulted in data use. After all, actors involved in inter-actions define the potential for learning (Finnigan & Daly, 2012). This study investigates why some teachers are more popular to interact with in data use than others.

Theoretical framework
This study starts from social network theory to investigate teachers’ popularity in data use. The underlying assumption of this theory is that the position of actors within a network determines their access to, for example, (data use) knowledge, strategies or skills (Finnigan & Daly, 2012).
To explain why teachers are consulted in data use discussions, we distinguish between (1) aspects of the formal school organisation (e.g., formal leadership) (Hopkins & Spillane, 2014; Spillane, 2005), (2) homophily, or sharing certain characteristics such as gender or similar ideas (McPherson et al., 2001), (3) structural elements of the school environment (e.g., teaching consecutive lesson blocks) (Coburn & Russell, 2008) and (4) informal influences (e.g., friendship bonds) (Penuel et al., 2010).

Methods
A multi method study combining social network analysis and interview data was designed and carried out in Flanders. The networks of four teacher teams were analysed by using Exponential Random Graph Models (ERGM). Additionally, interviews with 10 teachers across the participating teacher teams were coded and analysed. Examination of the interrater reliability resulted in a Cohen’s Kappa of 0.75.

Results and conclusion
The results reveal that informal bonds between teachers may not be overlooked in how interactions are formed. Because the participants do not seem to choose the colleagues they interact with for data use purposefully, the potential of these interactions for their professional development is questionable. Future research should invest in examining how conscious teachers are of the knowledge and skills of their colleagues in data use and how this knowledge affects the formation of data use interactions.

Scientific significance
Teacher interactions are often emphasized for effective data use practices. Our findings suggest that the participants involved do not choose the colleagues they interact with for data use purposefully. This implies that the potential of these interactions for teachers’ professional development for data use (or their support in data literacy) is under scrutiny. Being aware of colleagues’ knowledge and skills and involving them appropriately might be essential in order to establish high-quality data use interactions. In order for teacher teams to develop data literacy, they need to develop strategies for engaging in more conscious interactions based on the knowledge and skills their colleagues have to offer.

Authors

• Roos Van Van Gasse, University of Antwerp

• Evelyn Goffin, University of Antwerp

• Jan Vanhoof, Antwerp University

• Peter Van Petegem, University of Antwerp