Previous research on the use of social network analysis in education has demonstrated how the methodology can reveal patterns of interactions that enable the sharing of resources. For more than a decade, we have read about the promise that building networks can bring in terms of enacting instructional improvement. However, few studies have aimed at reporting on the designs and enactments of intentional structures for building teachers’ social capital through the development of social networks. Even fewer have discussed the deliberate mechanisms and methodologies used in the interventions. In this structured poster symposium, we present six current efforts in building teachers’ social capital with an emphasis on what this work is and how it is done. This group of researchers work with a variety of teacher populations both in formal and informal environments to solve important issues in the building of educational and teaching capacities.
|Original language||English (US)|
|Title of host publication||13th International Conference of the Learning Sciences, ICLS 2018|
|Subtitle of host publication||Rethinking Learning in the Digital Age: Making the Learning Sciences Count|
|Editors||Rosemary Luckin, Judy Kay|
|Publisher||International Society of the Learning Sciences (ISLS)|
|Number of pages||8|
|State||Published - 2018|
|Event||13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom|
Duration: Jun 23 2018 → Jun 27 2018
|Other||13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count|
|Period||6/23/18 → 6/27/18|
Bibliographical noteFunding Information:
The authors wish to acknowledge the following institutional support: From the US National Science Foundation: Penuel (DRL–1440988); Spillane (DUE-0831835, REC–9873583, EHR–0412510); Yoon (DRL–1019228). For Nijland (Welten Institute of the Open University of The Netherlands). Any opinions, findings, and conclusions expressed in this material are those of the authors and do not necessarily reflect the views of the granting agencies.