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|Title:||Networked by Design: Interventions for Teachers to Develop Social Capital|
Anderson, Charles W
Baker-Doyle, Kira J
de Laat, Maarten
de los Santos, Elizabeth Xeng
Frank, Kenneth A.
Marshall, Stefanie Marshall
Miller, Katie A
van Amersfoort, Daniël
Whitfield, Latricia Chanel Whitfield
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Yoon, S., Anderson, C. W., Baker-Doyle, K. J., de Laat, M., de los Santos, E. X., Frank, K. A., Hopkins, M., Lin, Q., Marshall, S. M., Miller, K. A., Nijland, F., Penuel, B., Shirrell, M., Santo, R., Schreurs, B., Spillane, J., van Amersfoort, D., & Whitfield, L. C. (2018). Networked by Design: Interventions for Teachers to Develop Social Capital. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.|
|Abstract:||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.|
|Appears in Collections:||ICLS 2018|
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