Index
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)
Yi-Hwa Liou
(National Taipei University of Education, Taiwan)
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
This content is currently only available as a PDF
Citation
Sinnema, C., Daly, A.J., Rodway, J., Hannah, D., Cann, R. and Liou, Y.-H. (2023), "Index", Improving the Relational Space of Curriculum Realisation: Social Network Interventions (Emerald Professional Learning Networks Series), Emerald Publishing Limited, Leeds, pp. 197-204. https://doi.org/10.1108/978-1-80382-513-720231021
Publisher
:Emerald Publishing Limited
Copyright © 2023 Claire Sinnema, Alan J. Daly, Darren Hannah, Joelle Rodway, Rachel Cann, and Yi-Hwa Liou
INDEX
Accessibility
, 138
Accessible account
, 52–53
Across school leaders (ASLs)
, 82, 84, 121, 124, 127, 129
expertise
, 130
group
, 87
leadership of improvement
, 121
Action approach
, 6
Actionable account
, 54–55
Action plan development
creative
, 123
logical
, 123
Actions
, 48
Actors
, 156
Adaptive integration
, 55
Agency
, 123
Alteration
, 28
Australian curriculum
, 9
Average distance
, 154
Better Together
, 63–64
intervention
, 46–47, 166, 168
project
, 57, 69–70, 143
Big picture
, 89
constraints
, 90–92
‘Birds of a feather’ strategy
, 41
Bonding
, 16–18
capital
, 22
social capital
, 16, 18–20
Bounded approach to social network survey design
, 72
Bridging
, 16–18
capital
, 21, 23
social capital
, 17–19
Centralisation
, 163
Centrality
, 149
Co-designing curriculum
, 21
Cohesion
, 95, 101, 149
Collaboration
, 95, 101
Consequences
, 48
Constraints
, 48
design intervention
, 90–92
function
, 49
notion of
, 48–49
Critical friends
, 121
on content of action plan
, 123
on leadership practice
, 127–130
Curricula
, 8
Curriculum
, 165
aspiration
, 8
autonomy
, 11
design
, 21
integration
, 23
leaders
, 1, 63–65, 94, 169–170
policies
, 25
realisation
, 90
reforms
, 8, 23, 165
Curriculum change
, 2, 8, 10–11
critical role of social networks in addressing constraints of
, 24–25
elements
, 11, 22–24
forms of
, 9
orientations
, 9, 19
relationships
, 11
and role of bonding and bridging, forms of
, 18
roles
, 10–11, 20–22
Curriculum realisation
, 3–5, 64, 90, 93, 166, 169–170
Data analysis
approach to
, 76, 84–85
low levels of inference
, 85–87
Data and presentation
, 168
Degree centralisation (CD)
, 156
Degree centrality
, 155
Demographic data
, 71
Demographic variables
, 80–81
Diagrammatic forms
, 52
Discovery
, 107–109
Distinctiveness
, 100
Divergent thinking
, 136–140
Dual-coding
, 99
‘Dyadic-based cohesion’ measures
, 76
Education
system resources
, 50
systems
, 24
use of data in social network interventions in
, 39–46
use of social network theory to inform interventions in
, 38–39
Educational improvement
, 7
Educational policy context
, 57
Educational systems
, 166
Educators
, 158, 166, 170
Ego-networks
, 29
Experimental studies
, 99
Expert snapshots
, 127
Expertise matchmaking
, 127
Expertise transparency strategy
, 41
Explanatory account
, 53–54
Explicit attention
, 162
Face-to-face interactions
, 138
Fly on the wall
, 127
Formal leadership
, 60
Fragmentation
, 152
Friendship studies
, 130
Generative thinking
, 136–140
Genres of SNA data-use
, 168–169
Getting creative
, 127
Getting logical
, 124
Google Classrooms
, 135, 139
Graduate-teacher education programme
, 44
Grounded stimulus
, 3, 93, 96
grounded in research
, 95
grounded in theory
, 93–95
stimulating through intentional moments
, 103–105
stimulus through metaphor
, 96–98
stimulus through metaphor combined with imagery
, 98–103
Guided discovery
, 107, 109–110
contrasting cases
, 111–113
discovery
, 107–109
incremental approach
, 110–111
for learners
, 109
problem solving
, 113–119
process
, 3
Health field
alteration approach
, 30
approaches in
, 28
identifying individuals
, 28
induction approach
, 29–30
segmentation approach
, 29
Health-promoting interventions
, 28
HIV prevention
, 30
Hui
, 65–67
Human capital
, 165
Identifying individual’s approach
, 31
Imagery
moving
, 100–101
stimulus through metaphor combined with
, 98
stimulus through story
, 101–103
Impacts of social network intervention
, 169
In-centralisation
, 156
Incremental approach
, 110–111
Induction
, 28
Informal leadership
, 60
Information gathering
, 114–115
Integrate environmental education
, 23
Intentional moments, stimulating through
, 103–105
International Baccalaureate
, 19
Interventions
, 30–32, 39, 51
accessible account
, 52–53
actionable account
, 54–55
activities
, 36–37
approach
, 121, 131
explanatory account
, 53–54
illuminating
, 50
using theory of action approach
, 49
theory of action maps
, 51–52
type A
, 40–41
type B
, 41–42
type C
, 42–43
type D
, 43
type E
, 44
type F
, 44–46
Japanese educational leaders’ approach
, 49
Jurisdictions
, 10
Kāhui Ako
, 58–60, 145–146
networks
, 162–163
policy
, 59
Knowledge champion
, 31
Koru
, 1
Kowhai community of learning, The
, 15
Leaders
, 165
Leadership capability framework
, 60–63
Literacy
, 123
Logic linking intervention activities
, 53
Logical development of constraints
, 125–126
Mānuka ASLs
, 138
Mānuka kāhui ako
, 133, 135, 139, 150–153
Map-reading tool
, 111–112
Meeting crasher
, 127
Metaphor
stimulus through
, 96–98
stimulus through metaphor combined with imagery
, 98–103
Murmuration
, 100
NetDraw software
, 79
Network analysis
, 32
Network cohesion
, 149
Network density
, 151
Network formation
, 42
Network improvement
, 145, 149
actors
, 156
collaboration maps
, 146
ease of access to resources
, 154–155
increase in number of people
, 155
lower percentage of people
, 152
mutual relationships with colleagues
, 153
proportion
, 150–151
shifts in right direction in whole network measures
, 148
ties
, 149–150
Network intentionality
, 81, 157–162
Network intervention
, 36
Network maps
, 33, 82, 145
Network statistics
, 34
Network visualizations
, 79
Network-leader behaviour, change in
, 157–162
New Zealand Curriculum
, 9–10
Ning
, 41
Numeracy
, 123
Observation protocol
, 84
Out-centralisation
, 156
Padlet
, 118, 124
Partial network data
, 29
Particular theory of action approach
, 3
Peer-education type programme
, 30
Personal resources
, 24
Picture superiority effect
, 99–100
Pictures of practice
, 51, 128–129
Policy context
, 57
Kāhui Ako
, 58–60
leadership capability framework
, 60–63
Policy makers
, 165
Practitioners
, 165
Problem-based methodology
, 84
Problem-solving approach
, 113–119, 121, 169
critical friends on content of action plan
, 123
critical friends on leadership practice
, 127–130
getting creative
, 127
getting logical
, 124
improvement goal dependency
, 123
information gathering
, 113–116
logical development of constraints
, 125–126
problem causes
, 118
problematic pattern identification
, 116
problematic pattern prioritising
, 117
strengths identification
, 116
Professional learning communities (PLCs)
, 43, 137–138
Project context
, 63
intervention
, 65–67
participants
, 64–65
Pūriri ASL
, 136, 138–139
Pūriri kāhui ako
, 121, 133, 135, 138, 150–153
Purposes of data use in SNA interventions
, 40
evaluative
, 40
instrumental
, 40
Purposive actions
, 12
Realisation
, 6
Reciprocity
, 95, 97, 153
Reduction
, 150
Relational approaches
, 69
Relational space
, 1–2, 6, 46, 57, 61, 65, 69, 82, 94–96, 145, 147, 149, 160, 166, 170
approach to data analysis
, 85–87
approach to data collection
, 84
carrying out observations
, 81
change in network-leader behaviour
, 157–162
collaborative work
, 145–146
Kāhui Ako networks
, 162–163
network improvement
, 145–157
purpose of observations
, 82–83
shifts in
, 145
using social network analysis
, 69–81
Relational trust
, 58
Resources
, 12, 165
Scale variables
, 80–81
Schools
, 72
Science
, 123
Seeding interactions
, 41
Segmentation
, 28
Self-efficacy
, 24
Senior leaders
, 158
Sense-making
, 104, 115
Session leaders
, 118
Simplicity
, 54
Skill-profiling system
, 32
Social capital
, 3, 12, 24, 165–166
Social leverage
, 17
Social network analysis (SNA)
, 31, 42, 61, 69
approach to data collection
, 71
approaches to data analysis
, 76–78
bounded approach to social network survey design
, 72
demographic and scale variables
, 80–81
relationships of interest in social network survey
, 73
sample
, 70–71
social network visualisations
, 79
survey administration
, 73–76
Social network approach
, 81
Social network data
, 29, 31, 35, 39, 44, 71
Social network interventions
, 2, 27–28, 30, 32, 166
approaches in Health Field
, 28–30
approaches in workplace
, 31–32
intervention activities
, 36–37
intervention types
, 40–46
network of considerations
, 167
shaping
, 36
stimuli for
, 33–35
use of data in social network interventions in education
, 39
use of social network theory to inform interventions in education
, 38–39
in workplaces
, 33
Social network lens on curriculum realization
critical role of social networks in addressing constraints of curriculum change
, 24–25
curriculum change
, 11
forms of curriculum change
, 9–11
forms of curriculum change and role of bonding and bridging
, 18
Kahn El Khalili market example
, 15
merchants bag of stones
, 13
moving home example
, 14
social capital
, 12
Social network maps
, 110
Social network methodology
, 61
Social network research
, 70
Social network survey
, 3
design, bounded approach to
, 72
questions
, 80
relationships of interest in
, 73
Social network theory
, 110
use of social network theory to inform interventions in education
, 38–39
Social networks
, 5
in curriculum and policy implementation
, 95
visualisations
, 79
Social relations
, 143
bonding and bridging
, 16–18
creation of obligation in
, 15
trust
, 18
Sociograms
, 33
Stakeholders
, 165
Standard deviation (SD)
, 154
Step-back consultancy approach
, 92
Step-back consulting
, 131–133
conversation
, 135
day
, 140
Stimuli
, 168
for social network interventions
, 33–35
Stimulus
, 96
through metaphor
, 96–98
stimulus through metaphor combined with imagery
, 98–103
Storytelling
, 102
Strengths
, 116
Subsidiarity principle
, 10
System-wide programmes
, 39
Tangible resources
, 62
Teacher educator’s approach
, 50
Theory of action approach
, 48, 53, 166
intervention using
, 49–55
notion of constraints as helpful
, 48–49
Theory of action maps
, 51
Ties in network terminology
, 145
Trust
, 18
Type A interventions
, 40–41
Type B interventions
, 41–42
Type C interventions
, 42–43
Type D interventions
, 43
Type E interventions
, 44
Type F interventions
, 44–46
UCINet software
, 77
Uncertainty
, 115
Unfreezing
, 134–136
Wellbeing
, 123
Wood-wide web
, 97
Workplace
approaches in
, 31
identifying individual’s approach
, 31
segmentation approach
, 32
- 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