Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools: Exploring Tie Formation as a Building Block in Social Capital Development

Autor/inn/en	Spillane, James P.; Kim, Chong Min; Frank, Kenneth A.
Titel	Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools: Exploring Tie Formation as a Building Block in Social Capital Development
Quelle	In: American Educational Research Journal, 49 (2012) 6, S.1112-1145 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831212459339
Schlagwörter	School Organization; Individual Characteristics; Social Capital; Elementary Schools; Social Networks; Teacher Characteristics; Mathematics; Educational Change; Professional Development; School Districts; English Instruction; Language Arts; English Curriculum + Suchen Sie Ihr Suchwort? School organisation; Schulorganisation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Sozialkapital; Elementary school; Grundschule; Volksschule; Social network; Soziales Netzwerk; Mathematik; Bildungsreform; School district; Schulbezirk; English langauage lessons; Englischunterricht; Sprachkultur
Abstract	Few studies identify those factors that might account for the development of social capital. Understanding those factors associated with the existence of a social tie among actors in schools is important because absent social ties, individuals do not have access to social resources. We investigate social tie formation in schools focusing on advice and information providing and receiving in the two core elementary school subjects. Using a multilevel p[subscript 2] model, we examine the role of both formal organizational structure and individual characteristics in shaping advice and information providing and receiving about instruction. Our findings suggest that while the individual characteristics of race and gender are significantly associated with the formation of a tie, aspects of the formal school organization--grade-level assignment, having a formally designated leadership position, and teaching a single grade--are also significant and have larger estimated effects than individual characteristics. Formal organizational factors trump individual characteristics in the formation of a social tie, a necessary if insufficient condition for social capital development. (Contains 5 tables and 16 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10