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Social Side of Education Resources

Click on the following categories to learn more about the social side of education perspective.

  • Essential
  • Videos          (updated 01/28/2015)
  • Blogs            (updated 01/28/2015)
  • News            (updated 01/28/2015)
  • Books           (updated 01/12/2015)
  • Papers          (updated 01/12/2015)

Essential

Two essential papers: How to Best Add Value: Strike a Balance Between the Individual and the Organization by Susan Moore Johnson and The Missing Link in School Reform by Carrie R. Leana.

A short video explaining why relationships are so important in educational improvement.

The social side of education Shanker Blog series, which you learn about through this digest or by clicking on the boxes in the image below.

Labor-ManagementDistrict LeadersResearch-PracticeTeachersStudentsSchool-CommunitySystem

Videos

  • Teaching Is A Team Sport. 21st Century Learning Requires 21st Century Teaching. [Watch]
  • Catherine Lewis. The Japanese Model of Teacher Collaboration: Lesson Study. [Watch]
  • Shannan Brown: Standards Alone Can't Transform Education, Systems' Thinking Can. [Watch]
  • Carrie Leana: What Is Teachers; Social Capital and Why Does it Matter? [Watch]
  • Andy Hargreaves: Human Capital Is Not Enough; What Is Professional Capital? [Watch]
  • Susan Moore Johnson: the School Organization Matters for Teaching Quality. [Watch]
  • Michael Fullan: The Challenge is Improving the Whole System. [Watch] and [Watch]

Blogs

News

Books

  • Anrig, Greg. Beyond the Education Wars. The Century Foundation Press, 2013.
  • Bryk, Anthony S., & Barbara Schneider. Trust in Schools: A Core Resource for Improvement. Russell Sage Foundation, 2002.
  • Bryk, Anthony S. et al. Organizing Schools for Improvement: Lessons from Chicago. University of Chicago Press, 2010.
  • Comer, James P., and Helen Kelly. School Power: Implications of an Intervention Project. Free Press New York, 1980.
  • Daly, Alan J. Social Network Theory and Educational Change. ERIC, 2010.
  • Elmore, Richard F., Penelope L. Peterson, and Sarah J. McCarthey. Restructuring in the Classroom: Teaching, Learning, and School Organization. ERIC, 1996.
  • Eraut, Michael, and Wendy Hirsh. 2010. The Significance of Workplace Learning for Individuals, Groups and Organisations. SKOPE.
  • Hargreaves, Andrew & Michael Fullan. Professional Capital: Transforming Teaching in Every School. Teachers College Press, 2012.
  • Hedges, Larry V. & Barbara Schneider. The Social Organization of Schooling. Russell Sage Foundation, 2005.
  • Ingersoll, Richard M. 2009. Who Controls Teachers’ Work?: Power and Accountability in America’s Schools. Harvard University Press.
  • Johnson, Susan Moore. Finders & Keepers: Helping New Teachers Survive & Thrive in Our Schools. ERIC, 2007.
  • Johnson, Susan Moore. Teachers at Work: Achieving Success in Our Schools. ERIC, 1990.
  • Kramer, Roderick Moreland, and Tom R. Tyler. Trust in Organizations: Frontiers of Theory and Research. Sage Publications, 1995.
  • Lortie, Dan C. School Teacher: A Sociological Inquiry. Chicago: University of Chicago Press, 1975.
  • Louis, Karen Seashore, and Sharon D. Kruse. Professionalism and Community: Perspectives on Reforming Urban Schools. SAGE Publications Ltd, 1995.
  • McLaughlin, Milbrey W., and Joan E. Talbert. 2001. Professional Communities and the Work of High School Teaching. University of Chicago Press.
  • Meier, Deborah. The Power of Their Ideas: Lessons for America from a Small School in Harlem. Beacon Press, 2002.
  • O’Reilly, Charles A., and Jeffrey Pfeffer. Hidden Value: How Great Companies Achieve Extraordinary Results with Ordinary People. Harvard Business Press, 2000.
  • Putnam, Robert D. Bowling alone: The collapse and revival of American community. Simon & Schuster, 2000.
  • Rosenholtz, Susan J. Teachers’ Workplace: The Social Organization of Schools. Teachers College Press, 1989.
  • Sahlberg, Pasi. Finnish Lessons. Teachers College Press, 2011.
  • Tschannen-Moran, M. Trust Matters: Leadership for Successful Schools. John Wiley & Sons, 2014.

Papers

  • Adler, P. S., & Kwon, S.W. (2002). Social capital: Prospects for a new concept. Academy of Management Review, 27(1), 17–40.
  • Baker-Doyle, K. J. (2012). First-Year Teachers’ Support Networks: Intentional Professional Networks and Diverse Professional Allies. The New Educator, 8(1), 65–85.
  • Baker-Doyle, K. J., & Yoon, S. A. (2011). In search of practitioner-based social capital: a social network analysis tool for understanding and facilitating teacher collaboration in a US-based STEM professional development program. Professional Development in Education, 37(1), 75–93.
  • Berry, B. (2010). Teacher Effectiveness: The Conditions that Matter Most and a Look to the Future. Center for Teaching Quality.
  • Bidwell, C. E. (2001). Analyzing schools as organizations: Long-term permanence and short-term change. Sociology of Education, 100–114.
  • Bidwell, C. E., Frank, K. A., & Quiroz, P. A. (1997). Teacher types, workplace controls, and the organization of schools. Sociology of Education, 285–307.
  • Bidwell, C. E., & Kasarda, J. D. (1975). School district organization and student achievement. American Sociological Review, 55–70.
  • Bidwell, C. E., & Yasumoto, J. Y. (1999). The collegial focus: Teaching fields, collegial relationships, and instructional practice in American high schools. Sociology of Education, 234–256.
  • Bird, T., & Little, J. W. (1986). How schools organize the teaching occupation. The Elementary School Journal, 493–511.
  • Bryk, A., Camburn, E., & Louis, K. S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751–781.
  • Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23–30.
  • Carter, M., & Francis, R. (2001). Mentoring and beginning teachers’ workplace learning. Asia-Pacific Journal of Teacher Education, 29(3), 249–262.
  • Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3–12.
  • Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77(3), 211–244.
  • Coburn, C. E., Penuel, W. R., & Geil, K. E. (2013). Research-practice partnerships: A strategy for leveraging research for educational improvement in school districts. New York: William T. Grant Foundation.
  • Coburn, C. E., & Russell, J. L. (2008). District policy and teachers’ social networks. Educational Evaluation and Policy Analysis, 30(3), 203–235.
  • Coggshall, J. G., Behrstock-Sherratt, E., & Drill, K. (2011). Workplaces that Support High-Performing Teaching and Learning: Insights from Generation Y Teachers. American Institutes for Research.
  • Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, S95– S120.
  • Cosner, S. (2011). Teacher learning, instructional considerations and principal communication: lessons from a longitudinal study of collaborative data use by teachers. Educational Management Administration & Leadership, 39(5), 568–589.
  • Daly, A. J. (2009). Rigid response in an age of accountability the potential of leadership and trust. Educational Administration Quarterly, 45(2), 168–216.
  • Daly, A. J., Chrispeels, J., Dermerstioen, C., & Moolenaar, N. M. (2011). A capital investment: The effects of teacher human and social capital on student achievement in improving schools. Elementary School Journal.
  • Daly, A. J., & Finnigan, K. (2012). Exploring the space between: Social networks, trust, and urban school district leaders. Journal of School Leadership, 22(3), 493–530.
  • Daly, A. J., & Finnigan, K. S. (2010). A bridge between worlds: Understanding network structure to understand change strategy. Journal of Educational Change, 11(2), 111–138.
  • Daly, A. J., Moolenaar, N. M., Bolivar, J. M., & Burke, P. (2010). Relationships in reform: The role of teachers’ social networks. Journal of Educational Administration, 48(3), 359–391.
  • Dasgupta, P. (2000). Trust as a commodity. Trust: Making and Breaking Cooperative Relations, 4, 49–72. Dika, S. L., & Singh, K. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31–60.
  • DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6–11.
  • Finnigan, K. S., & Daly, A. J. (2010). Learning at a system level: Ties between principals of low performing schools and central office leaders. Social Network Theory and Educational Change, 179–195.
  • Finnigan, K. S., & Daly, A. J. (2012). Mind the gap: Organizational learning and improvement in an underperforming urban system. American Journal of Education, 119(1), 41–71.
  • Frank, K. A. (1995). Identifying cohesive subgroups. Social Networks, 17(1), 27–56.
  • Frank, K. A. (1998). Quantitative methods for studying social context in multilevels and through interpersonal relations. Review of Research in Education, 171–216.
  • Frank, K. A., Krause, A., & Penuel, W. (2007). Knowledge Flow and Organizational Change. Invited Presentation, University of Chicago Sociology and Northwestern University, Business.
  • Frank, K. A., Muller, C., Schiller, K. S., Riegle-Crumb, C., Mueller, A. S., Crosnoe, R., & Pearson, J. (2008). The social dynamics of mathematics coursetaking in high school. AJS; American Journal of Sociology, 113(6), 1645.
  • Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: The case of computer technology in schools. Sociology of Education, 77(2), 148–171.
  • Gambetta, D. (1988). Trust: Making and breaking cooperative relations.
  • Gamoran, A., Gunter, R., & Williams, T. (2005). Professional community by design: Building social capital through teacher professional development. The Social Organization of Schooling, 111–126.
  • Goddard, R. D. (2002). Collective efficacy and school organization: A multilevel analysis of teacher influence in schools. Theory and Research in Educational Administration, 1(169-184).
  • Goddard, R. D. (2003). Relational networks, social trust, and norms: A social capital perspective on students’ chances of academic success. Educational Evaluation and Policy Analysis, 25(1), 59–74. Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807–818.
  • Goddard, Y., Goddard, R., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. The Teachers College Record, 109(4), 877–896.
  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.
  • Goddard, R. D., Tschannen-Moran, M., & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 3–17.
  • Goddard, R. D., & Skrla, L. (2006). The influence of school social composition on teachers’ collective efficacy beliefs. Educational Administration Quarterly, 42(2), 216–235.
  • Goldhaber, D., & Hansen, M. (2010). Using performance on the job to inform teacher tenure decisions. The American Economic Review, 250–255.
  • Goldhaber, D., Liddle, S., & Theobald, R. (2013). The gateway to the profession: Assessing teacher preparation programs based on student achievement. Economics of Education Review, 34, 29–44.
  • Gordon, D. T. (2002). Fuel for reform: The importance of trust in changing schools. Harvard Education Letter, 18(4), 1–4.
  • Grodsky, E., & Gamoran, A. (2003). The relationship between professional development and professional community in American schools. School Effectiveness and School Improvement, 14(1), 1–29.
  • Hite, J. M., Williams, E. J., & Baugh, S. C. (2005). Multiple networks of public school administrators: An analysis of network content and structure. International Journal of Leadership in Education, 8(2), 91– 122.
  • Hite, J. M., Williams, E. J., Hilton, S. C., & Baugh, S. C. (2006). The role of administrator characteristics on perceptions of innovativeness among public school administrators. Education and Urban Society, 38(2), 160–187.
  • Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1), 181–217.
  • Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School Leadership, 9, 184–208.
  • Jackson, C. K. (2012). Recruiting, retaining, and creating quality teachers. Nordic Economic Policy Review, 3(1).
  • Jackson, C. K. (2013). Match quality, worker productivity, and worker mobility: Direct evidence from teachers. Review of Economics and Statistics, 95(4), 1096–1116.
  • Johnson, S. M. (2006). The workplace matters: Teacher quality, retention and effectiveness. National Education Association Washington, DC.
  • Jackson, C. K., & Bruegmann, E. (2009). Teaching students and teaching each other: The importance of peer learning for teachers.
  • Johnson, S. M. (2012). Having it both ways: Building the capacity of individual teachers and their schools. Harvard Educational Review, 82(1), 107–122.
  • Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1–39.
  • Johnson, W., Lustick, D., & Kim, M. (2011). Teacher professional learning as the growth of social capital. Current Issues in Education, 14(3).
  • Jones, M., & Harris, A. (2014). Principals leading successful organisational change: building social capital through disciplined professional collaboration. Journal of Organizational Change Management, 27(3), 8–8.
  • Kahne, J., O’Brien, J., Brown, A., & Quinn, T. (2001). Leveraging social capital and school improvement: The case of a school network and a comprehensive community initiative in Chicago. Educational Administration Quarterly, 37(4), 429–461.
  • Kardos, S. M., & Johnson, S. M. (2010). New teachers’ experiences of mentoring: The good, the bad, and the inequity. Journal of Educational Change, 11(1), 23–44.
  • Kraft, M. A., & Papay, J. P. (2014). Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience. Educational Evaluation and Policy Analysis.
  • Kraft, M. A., Papay, J. P., Charner-Laird, M., Johnson, S. M., Ng, M., & Reinhorn, S. K. (2012). Committed to Their Students but in Need of Support: How School Context Influences Teacher Turnover in High- Poverty, Urban Schools.
  • Kraft, M. A., & Papay, J. P. (n.d.). Do Supportive Professional Environments in Schools Nurture Teacher Development?
  • Kruse, S., Louis, K. S., & Bryk, A. (1994). Building professional community in schools. Issues in Restructuring Schools, 6, 3–6.
  • Leana, C. R., & Pil, F. K. (2006). Social capital and organizational performance: Evidence from urban public schools. Organization Science, 17(3), 353–366.
  • Lee, V. E., Dedrick, R. F., & Smith, J. B. (1991). The effect of the social organization of schools on teachers’ efficacy and satisfaction. Sociology of Education, 190–208.
  • Liou, Y., & Daly, A. J. (2014). Closer to Learning. JSL Vol 24-N4, 24, 753.
  • Little, J. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. The Teachers College Record, 91(4), 509–536.
  • Little, J. W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325–340.
  • Little, J. W. (1987). Teachers as colleagues.
  • Little, J. W. (1990). The mentor phenomenon and the social organization of teaching. Review of Research in Education, 297–351.
  • Little, J. W., Gearhart, M., Curry, M., & Kafka, J. (2003). Looking at student work for teacher learning, teacher community, and school reform. Phi Delta Kappan, 85(3), 184–192.
  • Louis, K. S. (1994). Beyond “Managed Change”: Rethinking How Schools Improve. School Effectiveness and School Improvement, 5(1), 2–24.
  • Louis, K. S. (2006). Changing the culture of schools: Professional community, organizational learning, and trust. Journal of School Leadership, 16(5), 477.
  • Louis, K. S., & Marks, H. M. (1998). Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 532–575.
  • Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational Evaluation and Policy Analysis, 19(3), 245–275.
  • Marks, H. M., & Louis, K. S. (1999). Teacher empowerment and the capacity for organizational learning. Educational Administration Quarterly, 35(5), 707–750.
  • McLaughlin, M. W. (1992). What Matters Most in Teachers’ Workplace Context?
  • Minckler, C. H. (2013). School Leadership That Builds Teacher Social Capital. Educational Management Administration & Leadership, 1741143213510502.
  • Moolenaar, N. M. (2012). A social network perspective on teacher collaboration in schools: Theory, methodology, and applications. American Journal of Education, 119(1), 7–39.
  • Moolenaar, N. M., & Daly, A. J. (2012). Social networks in education: Exploring the social side of the reform equation. American Journal of Education, 119(1), 1–6.
  • Moolenaar, N. M., Sleegers, P. J., & Daly, A. J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and Teacher Education, 28(2), 251–262.
  • Mulford, B. (2007). Building social capital in professional learning communities: Importance, challenges and a way forward. Professional Learning Communities: Divergence, Depth and Dilemmas, 166–180. Papay, J. P., & Johnson, S. M. (2012). Is PAR a good investment? Understanding the costs and benefits of teacher peer assistance and review programs. Educational Policy, 26(5), 696–729.
  • Parise, L. M., & Spillane, J. P. (2010). Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers’ practice. The Elementary School Journal, 110(3), 323–346.
  • Patterson, J. M. (2012). Collective Impact: A Case Study in Collaboration at a Teacher-Developed School.
  • Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958.
  • Penuel, W., Riel, M., Krause, A., & Frank, K. (2009). Analyzing teachers’ professional interactions in a school as social capital: A social network approach. The Teachers College Record, 111(1), 124–163. Penuel, W. R., & Riel, M. (2007). The“ New” Science of Networks and the Challenge of School Change. Phi Delta Kappan, 88(8), 611–615.
  • Penuel, W. R., Riel, M., Joshi, A., Pearlman, L., Kim, C. M., & Frank, K. A. (2010). The alignment of the informal and formal organizational supports for reform: Implications for improving teaching in schools. Educational Administration Quarterly, 46(1), 57–95.
  • Penuel, W. R., Sun, M., Frank, K. A., & Gallagher, H. A. (2012). Using social network analysis to study how collegial interactions can augment teacher learning from external professional development. American Journal of Education, 119(1), 103–136.
  • Pil, F. K., & Leana, C. (2009). Applying organizational research to public school reform: The effects of teacher human and social capital on student performance. Academy of Management Journal, 52(6), 1101–1124.
  • Riehl, C. J. (2000). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55–81.
  • Rosenholtz, S. J. (1989). Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. Elementary School Journal, 89(4), 421–39.
  • Rosenholtz, S. J., Bassler, O., & Hoover-Dempsey, K. (1986). Organizational conditions of teacher learning. Teaching and Teacher Education, 2(2), 91–104.
  • Rosenholtz, S. J., & Simpson, C. (1984). Classroom organization and student stratification. The Elementary School Journal, 21–37.
  • Rowan, B. (1990). Commitment and control: Alternative strategies for the organizational design of schools. Review of Research in Education, 353–389.
  • Rubinstein, S. A., & McCarthy, J. E. (2011). Reforming Public School Systems through Sustained Union- Management Collaboration. Center for American Progress.
  • Silva, E. (2009). Teachers at work: Improving teacher quality through school design. Washington, DC: Education Sector.
  • Smylie, M. A., & Hart, A. W. (1999). School leadership for teacher learning and change: A human and social capital development perspective. Handbook of Research on Educational Administration, 2, 421–441.
  • Spillane, J. P. (1996). School districts matter: Local educational authorities and state instructional policy. Educational Policy, 10(1), 63–87.
  • Spillane, J. P., Hallett, T., & Diamond, J. B. (2003). Forms of capital and the construction of leadership: Instructional leadership in urban elementary schools. Sociology of Education, 1–17.
  • Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 23–28.
  • Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3–34.
  • Spillane, J. P., & Healey, K. (2010). Conceptualizing school leadership and management from a distributed perspective: An exploration of some study operations and measures. The Elementary School Journal, 111(2), 253–281.
  • Spillane, J. P., Hopkins, M., & Sweet, T. (2014). Intra-and Inter-School Interactions about Instruction: Exploring the Conditions for Social Capital Development.
  • Spillane, J. P., Kim, C. M., & Frank, K. A. (2012). Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools Exploring Tie Formation as a Building Block in Social Capital Development. American Educational Research Journal.
  • Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258.
  • Supovitz, J. (2002). Developing communities of instructional practice. The Teachers College Record, 104(8), 1591–1626.
  • Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963–980.
  • Supovitz, J., Sirinides, P., & May, H. (2009). How principals and peers influence teaching and learning. Educational Administration Quarterly.
  • Swaab, R. I., & Galinsky, A. D. (2014). Egalitarianism Makes Organizations Stronger: Cross-National Variation in Institutional and Psychological Equality Predicts Talent Levels and the Performance of National Teams.
  • Swaab, R. I., Schaerer, M., Anicich, E. M., Ronay, R., & Galinsky, A. D. (2014). The Too-Much-Talent Effect Team Interdependence Determines When More Talent Is Too Much or Not Enough. Psychological Science, 25(8), 1581–1591.
  • Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189–209.
  • Uzzi, B. (1997). Social structure and competition in interfirm networks: The paradox of embeddedness. Administrative Science Quarterly, 35–67.
  • Vodicka, D. (2006). The Four Elements of Trust. Principal Leadership, 7(3), 27–30.
  • Wiley, S. D. (2001). Contextual effects on student achievement: School leadership and professional community. Journal of Educational Change, 2(1), 1–33.

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