Diving Into Holes: A Social Network Framework for Data-Driven Improvement

• In Event: Investigating the Promise of Network Improvement Communities to Improve Teacher Preparation Research and Practice

Abstract

Objectives

This paper explores a theoretical stance for a social network theory approach to investigate data-driven improvement for teacher education (TE) programs engaged in a cross-campus improvement network (Bryke et al., 2015) focused on preparing teacher candidates to support multilingual learners, what we refer to as the MLS-NIC. Teacher educators engaged in data sense-making. They interpreted and ideated in a social setting within institutionally bounded networks. We adopt a social network approach to uncover unseen social processes at work.

Theoretical Framework

The exchange of capital (knowledge and resources) in any social network depends on its structure and patterns of social ties within the network (Daly, 2010). In a perfectly dense network, all members are tied to one another. When one member of a closed network makes ties with other closed networks they become a broker, which produces a new larger network with “structural holes” necessary for diversity of thought (Burt, 1992). Social network theory provides a lens for understanding how information flows among network participants, particularly when those participants are members of naturally bounded networks that become newly connected.

Methods & Data Sources

We use case study methodology to examine how program improvement information flowed across campuses and at the local network level. We draw on campus-level and MLS-NIC generated artifacts (e.g. data handouts, written reflection notes, driver diagrams, course syllabi, written reflections from supervisor retreat), and recordings of MLS-NIC meetings. We used network concepts (e.g. composition, position, and structures) to trace and describe emergent networks and subsequent flow of information.

Results

Several new connections among individuals from different campuses emerged. For example, three individuals from different campuses who teach a similar course focused on supporting multilingual students began an informal “critical friends” network and shared artifacts for program improvement: syllabi, readings, observation forms, assignments and activities. Following cross-campus meetings, individuals brought back ideas and suggestions for improvement into local networks. Local sites also used data generated at the network level to address site-specific problems of practice. In this way, information flow and discussion of new ideas increased at the local campus level as a result of representative engagement in the larger multi-campus MLS NIC network. At the local level, the joint appointment of lecturer-supervisor occupied a central actor role in the network as both course instructor and field supervisor, ensuring coherence between coursework and fieldwork. In many programs supervisors are likely peripheral actors because they are often hired on temporary, part-time contracts, and supervision work primarily occurs off campus. This joint role affords increased connectivity in local networks.

Scholarly significance

These results suggest the importance of (1) a social network approach to cross-campus collaboration in program improvement for teacher education, and (2) the centering of practice and practitioners for teacher education program improvement efforts. This paper signifies the utility of: a multidisciplinary approach intersecting data use, program improvement, and social network frameworks in studying TE program improvement and the MLS NIC as a promising model for TE improvement work.

Author

• Alison M. Black, University of California - San Diego