What is the role of constructivist teachers within faculty communication networks?

Journal of Research in Science Teaching

Volumn 44, Issue 3, 2007, Pages 490-505

  Judson, Eugene ^a   Lawson, Anton E ^b  

^a Arizona Department of Public Safety   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

FACULTY COMMUNICATION NETWORKS; PEDAGOGICAL ISSUES; REFORMED TEACHING OBSERVATION PROTOCOL (RTOP); SOCIOGRAPH;

NETWORK PROTOCOLS; SOCIAL ASPECTS; TELECOMMUNICATION NETWORKS;

TEACHING;

EID: 33947607796     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20117     Document Type: Review

References (33)

1. Aston, M., & Hyle, A.E. (1997, March). Social networks, teacher beliefs, and educational change. Paper presented at the annual convention of the University Council of Educational Administration, Orlando, FL.
2. Becker, H.J., & Riel, M.M. (2000). Teacher professional engagement and constructivist-compatible computer use (Report No. 7). Irvine, CA: Center for Research on Information Technology and Organizations.
3. Bidwell, C.E. (2001 ). Analyzing schools as organizations: Long-term permanence and short-term change. Sociology of Education, 74, 100-114.
4. Brooks, J.G., & Brooks, M.G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
5. Coburn, C.E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23, 145-170.
6. Degenne, A., & Forse, M. (1999). Introducing social networks. London: Sage.
7. Driscoll, A., & Shirey, A.D. (1985). Job satisfaction, professional concerns, and communication patterns of teachers: Differences along the professional continuum. Teacher Educator, 21, 2-14.
8. Friedkin, N.E., & Slater, M.R. ( 1994). School leadership and performance: A social network approach. Sociology of Education, 67, 139-157.
9. Gallucci, C. (2003). Communities of practice and the mediation of teachers' responses to standards-based reform. Education Policy Analysis Archives, 11. Available: http://www.epaa.asu.edu/epaa/v11n35/
10. Hill, H.C. (2001). Policy is not enough: Language and the interpretation of state standards. American Educational Research Journal, 2, 289-320.
11. Judson, E. (2002, April). Promoting and evaluating reformed instruction: Generation effects. Paper presented at the Pathways to Change Conference on Transforming Math and Science Education in the K-16 Continuum, Washington, DC.
12. Knoke, D., & Kuklinski, J.H. (1982). Network analysis. Newbury Park, CA: Sage.
13. Koehly, L.M., & Shivy, V.A. (1998). Social network analysis: A new methodology for counseling research. Journal of Counseling Psychology, 45, 3-17.
14. Krisko, M.E. (2001, November). Teacher leadership: A profile to identify the potential. Paper presented at the Biennial Convocation of Kappa Delta Pi, Orlando, FL.
15. Lambert, L., Collay, M., Dietz, M.E., Kent, K., & Richert, A.E. (1997). Who will save our schools? Teachers as constructivist leaders. Thousand Oaks, CA: Corwin Press.
16. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
17. Lawson, A.E., Benford, R., Bloom, I., Carlson, M., Falconer, K., Hestenes, D., Judson, E., Piburn, M., Sawada, D., Turley, J., & Wyckoff, S. (2002). Evaluating college science and mathematics instruction: A reform effort that improves teaching skills. Journal of College Science Teaching, 36, 388-393.
18. Lima, J. A. (1998, April). Improving the study of teacher collegiality: Methodological issues. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
19. MacIsaac, D., & Falconer, K. (2001, July). Using the reform teacher observation protocol (RTOP) as a catalyst for self-reflective change in secondary science teaching. Paper presented at the meeting of the American Association of Physics Teachers, Rochester, NY.
20. Martinez, A., Dimitriadis, Y., Rubia, B., Gomez, E., & de la Fuente, P. (2003). Combining qualitative evaluation and social network analysis for the study of classroom social interactions. Computers & Education, 41, 353-368.
21. Mohr, N. (1998). Constructivist zone. Journal of Staff Development, 19, 22-26.
22. National Board for Professional Teaching Standards. (2002). What teachers know and should be able to do. Retrieved November 5, 2003, from http://www.nbpts.org/about/coreprops.cfm
23. National Council of Teachers of Mathematics. (2000). Principles & standards for school mathematics. Reston, VA: Author.
24. National Research Council. (1996). Inquiry and the National Science Education Standards. Washington, DC: National Academy Press.
25. O'hair, M.J., & Reitzug, U.C. (1997). Teacher leadership: In what ways? For what purposes? Action in Teacher Education, 19, 65-76.
26. Piburn, M., & Sawada, D. (2000). Reformed teaching observation protocol (RTOP). Retrieved November 5, 2003, from http://www.ecept.net/rtop (Arizona State University, Electronic Collaborative for Excellence in the Preparation of Teachers Web site).
27. Sawada, D., Piburn, M.D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics, 102, 245-253.
28. Scott, J. (1991). Social network analysis: A handbook. Newbury Park, CA: Sage.
29. Snell, J., & Swanson, J. (2000, April). The essential knowledge and skills of teacher leaders: A search for a conceptual framework. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
30. Texley, J., & Wild, A. (Eds.). (1996). NSTA pathways to the science standards (High school ed.). Arlington, VA: National Science Teachers Association.
31. Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. New York: Cambridge University Press.
32. Wenger, E. (1998). Communities of practice. Learning as a social system. Systems Thinker. Retrieved November 5, 2003, from http://www.co-i-l.com/coil/ knowledge-garden/cop/lss.shtml
33. Wenger, E., & Snyder, W. (2000). Communities of practice: The organizational frontier. Harvard Business Review, 78, 139-145.