Basic Multiple Multiple levels Basic Selection Influence Sources of of Influence Model Model Influence Hypothesis H1: If teachers What types of H3: Teachers’ H41: Teachers interacted with instructional practices of who were close others with practices most skills-based colleague were higher levels responsive to instruction more likely to of skills-based which types of were increased help each other instructional leaders. For if they in classroom expertise, their example, belonged to a instruction. own H21: Teachers’ subgroup with H42: Teachers instructional general a higher level who taught in practices practices (e.g., of skills-based the same grade would be setting instructional were more positively ambitious goals, expertise. likely to help influenced. choosing each other. assessment and curriculum) would be more likely to respond to the influence of formal leaders H22: Teachers’ specific pedagogical practices in classrooms are more likely to be influenced by informal leaders who are regular classroom teachers.. Data Longitudinal Longitudinal Longitudinal Longitudinal data data data with aata with teachers nested in subgroups relationships between all possible pairs of teachers Model Regression Regression Multilevel Logistic modeling regression Dependent Y1: Teacher’s Y2: Teacher’s Y3: Teacher’s Y4: at pair Variable skills-based skills-based one instruction instruction instruction teacher helped
Basic Influence Model Multiple Sources of Influence Multiple levels of Influence Basic Selection Model Hypothesis H1: If teachers interacted with others with higher levels of skills-based instructional expertise, their own instructional practices would be positively influenced. What types of instructional practices most responsive to which types of leaders. For example, H21: Teachers’ general practices (e.g., setting ambitious goals, choosing assessment and curriculum) would be more likely to respond to the influence of formal leaders H22: Teachers’ specific pedagogical practices in classrooms are more likely to be influenced by informal leaders who are regular classroom teachers.. H3: Teachers’ practices of skills-based instruction were increased if they belonged to a subgroup with a higher level of skills-based instructional expertise. H41: Teachers who were close colleague were more likely to help each other in classroom instruction. H42: Teachers who taught in the same grade were more likely to help each other. Data Longitudinal data Longitudinal data Longitudinal data with teachers nested in subgroups Longitudinal aata with relationships between all possible pairs of teachers Model Regression Regression Multilevel modeling Logistic regression Dependent Variable Y1: Teacher’s instruction Y2: Teacher’s skills-based instruction Y3: Teacher’s skills-based instruction Y4: at pair one teacher helped
Social%20Network%20Analysis%20of%20the%20Influences%20of%20Educational%20Reforms%20on%20Teachers'%20Practices%20and%20Interactions%20submitted.docx