TY - JOUR
T1 - Intra- and interschool interactions about instruction
T2 - Exploring the conditions for social capital development
AU - Spillane, James P.
AU - Hopkins, Megan
AU - Sweet, Tracy M.
N1 - Publisher Copyright:
© 2015 by The University of Chicago. All rights reserved.
PY - 2015/11
Y1 - 2015/11
N2 - Although social ties are a necessary condition for social capital, there is a dearth of research on the factors associated with the existence of such ties among school staff. Using a mixed-methods approach, we examined the role of both formal organizational infrastructure and individual characteristics in shaping advice and information interactions about instruction among school staff within and between schools. Our findings from social-network models showed that, while individual characteristics were associated with within- and between-school ties, aspects of the formal school organization had larger effects. Moreover, having a subject-specific leadership position most strongly predicted between-school ties. Our analysis of interview data supported and extended these findings, showing that leadership positions worked in tandem with other aspects of the organizational infrastructure, such as organizational routines, to influence school staff members’ interactions about instruction.
AB - Although social ties are a necessary condition for social capital, there is a dearth of research on the factors associated with the existence of such ties among school staff. Using a mixed-methods approach, we examined the role of both formal organizational infrastructure and individual characteristics in shaping advice and information interactions about instruction among school staff within and between schools. Our findings from social-network models showed that, while individual characteristics were associated with within- and between-school ties, aspects of the formal school organization had larger effects. Moreover, having a subject-specific leadership position most strongly predicted between-school ties. Our analysis of interview data supported and extended these findings, showing that leadership positions worked in tandem with other aspects of the organizational infrastructure, such as organizational routines, to influence school staff members’ interactions about instruction.
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U2 - 10.1086/683292
DO - 10.1086/683292
M3 - Article
AN - SCOPUS:84947706188
SN - 0195-6744
VL - 122
SP - 71
EP - 110
JO - American Journal of Education
JF - American Journal of Education
IS - 1
ER -