자료유형  

 학위논문

Control Number  

0017164800

International Standard Book Number  

9798346389910

Dewey Decimal Classification Number  

302.3

Main Entry-Personal Name  

Oyewole, Kemi Anike.

Publication, Distribution, etc. (Imprint  

[S.l.] : Stanford University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

229 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-05, Section: A.

General Note  

Advisor: McFarland, Daniel.

Dissertation Note  

Thesis (Ph.D.)--Stanford University, 2024.

Summary, Etc.  

요약Collaboration is increasingly used to support learning in complex educational environments. Professional learning networks are a collaborative approach that builds human capital by connecting professionals working in different contexts to address similar needs. In my three-paper dissertation, I take a conceptual and empirical approach to increasing our understanding of professional learning networks. In my first paper, I sharpen our characterization of professional learning networks by contrasting them with two other collaborative learning approaches: professional learning communities and networked improvement communities. I differentiate these approaches' histories, sociological bases, and use. I show that distinguishing these approaches' goals is necessary to maximize collaborative outcomes with scarce time. Further, the limits of each approach suggest how they can be combined in service of educational justice. In my second and third dissertation papers, I use four waves of survey data and 29 coach interviews to characterize a 45-member instructional coach professional learning network. I employ exponential random graph models and a SIENA model for cross-sectional and longitudinal social network analysis. My inferential models show that coaches share advice with peers who have similar professional needs. These trusting connections grow increasingly close over time. However, coaches are less engaged after many years in the network or when the network meets online. I also make a methodological contribution by introducing member checking in social networks research, inviting practitioners to use their insights to direct network analysis. My dissertation illustrates the potential-and challenges-of professional learning networks bridging across contexts so educators can access the resources that help them navigate the troubled waters of contemporary schools.

Subject Added Entry-Topical Term  

Social network analysis.

Subject Added Entry-Topical Term  

Teachers.

Subject Added Entry-Topical Term  

Communities of practice.

Subject Added Entry-Topical Term  

Continuing education.

Subject Added Entry-Topical Term  

Web studies.

Subject Added Entry-Topical Term  

Social structure.

Added Entry-Corporate Name  

Stanford University.

Host Item Entry  

Dissertations Abstracts International. 86-05A.

Electronic Location and Access  

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Control Number  

joongbu:656024