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ERIC Number: EJ1178829
Record Type: Journal
Publication Date: 2018-Jun
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-3737
Experimental Effects of Program Management Approach on Teachers' Professional Ties and Social Capital
Quinn, David M.; Kim, James S.
Educational Evaluation and Policy Analysis, v40 n2 p196-218 Jun 2018
Theory and empirical work suggest that teachers' social capital influences school improvement efforts. Social ties are prerequisite for social capital, yet little causal evidence exists on how malleable factors, such as instructional management approaches, affect teachers' ties. In this cluster-randomized trial, we apply a decision-making perspective to compare a literacy intervention managed under a "fidelity-focused" approach, in which teachers were expected to implement researcher-designed procedures faithfully, versus a "structured adaptive" approach, in which teachers collaboratively planned program adaptations. In the short term, the adaptive approach increased teachers' accessing of intervention-related social capital, but decreased their accessing of social capital unrelated to the intervention. Short-term effects varied based on participants' role in the intervention. No group differences were found on social capital measures one year later, suggesting that the structured adaptive approach did not make teachers more likely to form ties that would be useful outside of the intervention.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: U396B100195