Prelims
Improving the Relational Space of Curriculum Realisation: Social Network Interventions
ISBN: 978-1-80382-516-8, eISBN: 978-1-80382-513-7
Publication date: 20 July 2023
Citation
Sinnema, C., Daly, A.J., Rodway, J., Hannah, D., Cann, R. and Liou, Y.-H. (2023), "Prelims", Improving the Relational Space of Curriculum Realisation: Social Network Interventions (Emerald Professional Learning Networks Series), Emerald Publishing Limited, Leeds, pp. i-xvii. https://doi.org/10.1108/978-1-80382-513-720231016
Publisher
:Emerald Publishing Limited
Copyright © 2023 Claire Sinnema, Alan J. Daly, Darren Hannah, Joelle Rodway, Rachel Cann, and Yi-Hwa Liou
Half Title Page
Improving the Relational Space of Curriculum Realisation
Series Page
EMERALD PROFESSIONAL LEARNING NETWORK SERIES
Series Editors: Chris Brown, University of Portsmouth, UK and Cindy Poortman, University of Twente, The Netherlands
In the current international policy environment, teachers are viewed as learning-oriented adaptive experts. Required to be able to teach increasingly diverse sets of learners, teachers must be competent in complex academic content, skilful in the craft of teaching and able to respond to fast changing economic and policy imperatives. The knowledge, skills and attitudes needed for this complex profession requires teachers to engage in collaborative and networked career-long learning. The types of learning networks emerging to meet this need comprise a variety of collaborative arrangements including inter-school engagement, as well as collaborations with learning partners, such as universities or policy-makers. More understanding is required, however, on how learning networks can deliver maximum benefit for both teachers and students.
Emerald Professional Learning Network Series aims to expand current understanding of professional learning networks and the impact of harnessing effective networked collaboration.
Published in this series:
Formalise, Prioritise and Mobilise: How School Leaders Secure the Benefits of Professional Learning Networks
Chris Brown and Jane Flood
School Improvement Networks and Collaborative Inquiry: Fostering Systemic Change in Challenging Contexts
Mauricio Pino Yancovic, Alvaro González Torres and Luis Ahumada Figueroa
Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity-seeking Communities
Leyton Schnellert
Lessons in School Improvement from Sub-Saharan Africa: Developing Professional Learning Networks and School Communities
Miriam Mason and David Galloway
Professional Learning Networks in Design-Based Research Interventions
Mei Kuin Lai and Stuart McNaughton
Title Page
Improving the Relational Space of Curriculum Realisation: Social Network Interventions
By
Claire Sinnema
The University of Auckland, New Zealand
Alan J. Daly
University of California, USA
Joelle Rodway
Memorial University of Newfoundland, Canada
Darren Hannah
The University of Auckland, New Zealand
Rachel Cann
The University of Auckland, New Zealand
And
Yi-Hwa Liou
National Taipei University of Education, Taiwan
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2023
Copyright © 2023 Claire Sinnema, Alan J. Daly, Darren Hannah, Joelle Rodway, Rachel Cann, and Yi-Hwa Liou.
Published under exclusive licence by Emerald Publishing Limited.
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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. No responsibility is accepted for the accuracy of information contained in the text, illustrations or advertisements. The opinions expressed in these chapters are not necessarily those of the Author or the publisher.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-80382-516-8 (Print)
ISBN: 978-1-80382-513-7 (Online)
ISBN: 978-1-80382-515-1 (Epub)
Contents
List of figures and Tables | xiii |
About the Authors | xv |
Acknowledgements | xvii |
Introduction | 1 |
Part 1: Setting the Scene | 5 |
1: A Social Network Lens on Curriculum Realisation | 7 |
Forms of Curriculum Change | 9 |
Changes to Curriculum Orientation | 9 |
Changes to Curriculum Roles | 10 |
Changes to Curriculum Elements and Their Relationships | 11 |
Curriculum Change and Social Capital | 11 |
What Is Social Capital? The Seminal Examples | 12 |
The Merchant’s Bag of Stones –Social Structures That Allow High Trust Exchange | 13 |
The Moving Home Example – Norms ThatProvide a Source of Social Capital | 14 |
The Kahn El Khalili Market Example – The Creation of Obligation in Social Relations | 15 |
Bonding and Bridging | 16 |
Trust | 18 |
Forms of Curriculum Change and the Role of Bonding and Bridging | 18 |
Changed Curriculum Orientations | 19 |
Changed Curriculum Roles | 20 |
Changed Curriculum Elements | 22 |
The Critical Role of Social Networks in Addressing the Constraints of Curriculum Change | 24 |
2: Social Network Interventions | 27 |
Approaches to Social Network Interventions | 27 |
Approaches in the Health Field | 28 |
Approaches in the Workplace | 31 |
Shaping Social Network Interventions | 36 |
The Use of Social Network Theory to Inform Interventions in Education | 38 |
The Use of Data in Social Network Interventions in Education | 39 |
Type A Interventions | 40 |
Type B Interventions | 41 |
Type C Interventions | 42 |
Type D Interventions | 43 |
Type E Interventions | 44 |
Type F Interventions | 44 |
3: A Theory of Action Approach to ExaminingInterventions | 47 |
Our Theory of Action Approach: Attention to Actions, Constraints and Consequences | 48 |
The Notion of Constraints as Helpful | 48 |
Why Describe Our Intervention Using a Theory of Action Approach? | 49 |
Illuminating Intervention | 50 |
4: The Policy Landscape and the Project Context | 57 |
The Policy Context | 57 |
Kahui Ako | 58 |
The Leadership Capability Framework | 60 |
The Project Context: Better Together | 63 |
Participants – Curriculum Leaders | 64 |
Intervention – Hui | 65 |
5: Insights into the Relational Space: Our Approach to Data Collection and Analysis | 69 |
Using Social Network Analysis | 69 |
Sample | 70 |
Approach to Data Collection | 71 |
Approaches to Data Analysis | 76 |
Carrying Out Observations | 81 |
The Purpose of Our Observations | 82 |
Sample | 83 |
Approach to Data Collection | 84 |
Approach to Data Analysis | 85 |
Part 2: Better Together Intervention Theory of Action | 89 |
The Big Picture | 89 |
The Constraints That Helped Us Design an Intervention | 90 |
6: Hui 1 – Providing Grounded Stimulus | 93 |
Grounded in Theory | 93 |
Grounded in Research | 95 |
Stimulus | 96 |
Stimulus Through Metaphor | 96 |
Stimulus Through Metaphor Combined with Imagery | 98 |
Moving Imagery | 100 |
Stimulus Through Story (Research Told as Story/Personal Story) | 101 |
Stimulating Through Intentional Moments | 103 |
7: Hui 2 – Using Guided Discovery | 107 |
Discovery | 107 |
Guided Discovery | 109 |
An Incremental Approach | 110 |
Contrasting Cases | 111 |
Problem Solving | 113 |
8: Hui 3 – A Problem-Solving Approach to Action Planning | 121 |
Critical Friends on the Content of Their Action Plan | 123 |
Getting Logical | 124 |
Getting Creative | 127 |
Critical Friends on Leadership Practice | 127 |
9: Hui 4 – Shoes of Others | 131 |
Unfreezing | 135 |
Divergent and Generative Thinking | 136 |
Part 3: Intervention Impact and Looking Forward | 143 |
10: Shifts in the Relational Space | 145 |
Network Improvement – The Big Picture | 145 |
Network Improvement – Some Particulars | 149 |
More Ties Overall With Fewer Isolates | 149 |
Greater Proportion of All Possible Ties BeingActivated | 150 |
Lower Percentage of People Who CannotReach Each Other | 152 |
More People Are Developing Mutual Relationships with Colleagues | 153 |
Ease of Access to Resources Is Improving | 154 |
Increase in the Number of People to WhomOne Is Connected | 155 |
Some People Are More Central Than Others | 156 |
Change in Network-Leader Behaviour: Increased Network Intentionality | 157 |
Moving in the Right Direction: Kāhui Ako Networks are Strengthening | 162 |
11: Looking Back to Move Forward | 165 |
References | 171 |
Index | 197 |
List of figures and tables
Figures
Fig. 1: Social Network Map Example: Two Distinct Subgroups Within One Department/Division | 33 |
Fig. 2: Social Network Map Example: Connectivity Between Groups/Departments/Divisions | 34 |
Fig. 3: Social Network Map Example: Patterns Related to Individuals in the Network | 34 |
Fig. 4: Genres of Approaches to SNA Data Use inInterventions. | 39 |
Fig. 5: Theory of Action Elements | 51 |
Fig. 6: Overview of Intervention Activity | 66 |
Fig. 7: Example Network Map | 80 |
Fig. 8: Theory of Action: Better Together Intervention | 91 |
Fig. 9: Theory of Action: Hui 1—Grounded Stimulus | 94 |
Fig. 10: Theory of Action: Hui 2—Guided Discovery | 108 |
Fig. 11: The Problem-Solving Approach | 114 |
Fig. 12: Exploration of Maps | 115 |
Fig. 13: Theory of Action: Hui 3—Action Planning Critical Friends | 122 |
Fig. 14: Improvement Goal Dependency | 123 |
Fig. 15: Theory of Action: Hui 3—A Picture of Practice for Across-School Leads | 128 |
Fig. 16: Theory of Action: Hui 4—Shoes of Others | 132 |
Fig. 17: Step-back consulting process | 134 |
Fig. 18: Termly Collaboration Maps at Time 1 and Time 2 in the Pūriri Kāhui Ako | 146 |
Fig. 19: Termly Collaboration Maps at Time 1 and Time 2 in the Mānuka Kāhui Ako | 146 |
Fig. 20: Schematic Representing Shifts in the Right Direction in Whole Network Measures | 148 |
Fig. 21: Network of considerations for social network interventions | 167 |
Tables
Table 1: Example SNA Statistics: Tie Density Within-Department and Between-Departments | 35 |
Table 2: Intervention Activity Examples for Valente’s Four Intervention Approaches | 37 |
Table 3: Survey Response Rates | 71 |
Table 4: Overview of Social Network Survey Questions | 74 |
Table 5: Network Measures | 77 |
Table 6: Map-Reading Tool | 112 |
Table 7: Strengths and Problematic Patterns Identified by Participants | 117 |
Table 8: Proposed Causes of Problematic Patterns | 119 |
Table 9: Logical Development of Constraints to Guide New Actions | 125 |
Table 10: Network Intentionality by Role (Time 2) | 159 |
Table 11: Impact of Intervention on Network Intentionality | 161 |
About the Authors
Claire Sinnema is an Associate Professor at The University of Auckland. Her research deals with educational improvement and the realisation of curriculum and other educational policies in practice. Her work addresses the role of curriculum design, networks, practitioner inquiry, leadership and problem-solving in educational contexts.
Alan J. Daly is a Professor and the Director of Educational Leadership Doctoral Programs in the Department of Education Studies at the University of California, San Diego. His research primarily focusses on the role of social networks and their impacts on social systems.
Joelle Rodway is an Assistant Professor at the Memorial University of Newfoundland. Her research is on the role of social capital in whole system educational change.
Darren Hannah is an EdD graduate of The University of Auckland. His research interest is the generation of actionable knowledge that can be used for organisational improvement through the diagnosis of and engagement with theories of action.
Rachel Cann is a PhD candidate at the University of Auckland. Her research relates to the individual, relational and organizational influences on educator wellbeing, drawing on positive psychology and social network theory.
Yi-Hwa Liou, Professor of the Department of Educational Management at the National Taipei University of Education, Taiwan. She researches leadership and development and professional and networked learning communities using social network analysis.
Acknowledgements
This book is both about collaboration and arises from collaboration. We would like to acknowledge the new relational ties that were established between our project team, and the many teachers and curriculum leaders in schools and across the two communities of learning that we worked in. The design of our project was co-constructed with many of them, and we greatly value their commitment to and energy for the work! We have enormous respect for their receptiveness to new ways of thinking about their leadership practice, and their efforts to foreground the relational space in support of curriculum realisation.
- Prelims
- Introduction
- Part 1. Setting the Scene
- Part 1-Introduction
- 1. A Social Network Lens on Curriculum Realisation
- 2. Social Network Interventions
- 3. A Theory of Action Approach to Examining Interventions
- 4. The Policy Landscape and the Project Context
- 5. Insights into the Relational Space: Our Approach to Data Collection and Analysis
- Part 2. Better Together Intervention Theory of Action
- Part 2-Introduction
- 6. Hui 1 – Providing Grounded Stimulus
- 7. Hui 2 – Using Guided Discovery
- 8. Hui 3 – A Problem-Solving Approach to Action Planning
- 9. Hui 4 – Shoes of Others
- Part 3. Intervention Impact and Looking Forward
- Part 3-Introduction
- 10. Shifts in the Relational Space
- 11. Looking Back to Move Forward
- References
- Index