Common core, shared beliefs? : Teachers’ social network formation and professional beliefs in the context of the common core

Nienke Moolenaar; A. Daly; Yi-Hwa Liou; Michael Siciliano; Soung Bae

Common core, shared beliefs? : Teachers’ social network formation and professional beliefs in the context of the common core

Nienke Moolenaar
, A. Daly
, Yi-Hwa Liou
, Michael Siciliano
, Soung Bae

Education and Learning: Development in Interaction

University of California Office of the President
University of Illinois at Chicago

Research output: Contribution to conference › Paper › Other research output

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.

Original language	English
Publication status	Unpublished - 2014
Event	Annual meeting of the American Educational Research Association (AERA) - Philadelphia, United States Duration: 3 Apr 2014 → 7 Apr 2014

Conference

Conference	Annual meeting of the American Educational Research Association (AERA)
Country/Territory	United States
City	Philadelphia
Period	3/04/14 → 7/04/14

Cite this

@conference{2dcc831a34574c2885065cca88e1203e,

title = "Common core, shared beliefs? : Teachers{\textquoteright} social network formation and professional beliefs in the context of the common core",

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{\textquoteright} 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.",

author = "Nienke Moolenaar and A. Daly and Yi-Hwa Liou and Michael Siciliano and Soung Bae",

year = "2014",

language = "English",

note = "Annual meeting of the American Educational Research Association (AERA) ; Conference date: 03-04-2014 Through 07-04-2014",

}

Common core, shared beliefs? : Teachers’ social network formation and professional beliefs in the context of the common core. / Moolenaar, Nienke; Daly, A.; Liou, Yi-Hwa et al.
2014. Paper presented at Annual meeting of the American Educational Research Association (AERA), Philadelphia, United States.

Research output: Contribution to conference › Paper › Other research output

TY - CONF

T1 - Common core, shared beliefs? 

T2 - Annual meeting of the American Educational Research Association (AERA)

AU - Moolenaar, Nienke

AU - Daly, A.

AU - Liou, Yi-Hwa

AU - Siciliano, Michael

AU - Bae, Soung

PY - 2014

Y1 - 2014

N2 - 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.

AB - 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.

M3 - Paper

Y2 - 3 April 2014 through 7 April 2014

ER -

Common core, shared beliefs? : Teachers’ social network formation and professional beliefs in the context of the common core

Abstract

Conference

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Cite this

Common core, shared beliefs? : Teachers’ social network formation and professional beliefs in the context of the common core