Developing Social Capital Through School-Based Collaborations: A Mixed-Methods Social Network Analysis

• In Event: Organizational Theory: New Foci, New Agendas

Abstract

Extensive evidence indicates that educators’ collaborative relationships within and across classrooms and schools have positive influences on school reform efforts (Moolenaar, 2012) and school effectiveness (Goddard, Goddard, Kim, & Miller, 2015; Johnson, Kraft, & Papay, 2012). However, more research is needed to explore the development and malleability of school-based collaborations to inform successful organizational practice. The aim of this study was to understand key characteristics of educators’ social networks situated within a social capital lens. Using sequential, equal status (Quant + Qual) mixed methods design, K-12 educators’ interview and survey data were iteratively analyzed to describe perceptions and characteristics of social networks. Findings have implications for how school leaders build opportunities for collaboration, such as constructing effective co-teaching pairings.

Authors

• Duhita Mahatmya, The University of Iowa

• Elizabeth Levine Brown, George Mason University

• Michael W Valenti, Pressley Ridge

• Karen Celedonia, Pressley Ridge

• Canaan Bethea, George Mason University

• Tracy Sweet, University of Maryland - College Park