Multiple levels of influence. Networks can also be extended beyond direct interactions. For example, one could construct a network term based on others whom a teacher observed, members of a teacher’s cohesive subgroup (where interactions are concentrated within cohesive subgroups, but not all members of subgroups have interactions with each other see Figure 1), or her department. That – is, the network can extend beyond direct ties with whom one is close colleagues. These network effects beyond those of direct relations will quickly become difficult to measure and differentiate, especially in the small closed communities of elementary schools or high school departments which feature extensive opportunities for casual interaction and observation of all in the system. One way to model the influence of the community is through multilevel models. For example we can extend equation (1) to a multilevel framework (e.g., Raudenbush & Bryk 2002) for teacher nested within subgroup i j: At Level 1 (teacher i in subgroup j): =β0j Skills-based instructionij + previous skills-based instructional of formal leaders in the network of iij β1j + + eij , previous skills-based instructionij β2j (3) At the subgroup level (level 2), the adjusted mean behavior for a subgroup is β0j, modeled as a function of the previous subgroup norm: Level 2 (subgroup level j): =γ00 +γ01 + u0j , β0j subgroup average of previous skills-based instructionj (4)
Multiple levels of influence. Networks can also be extended beyond direct interactions. For example, one could construct a network term based on others whom a teacher observed, members of a teacher’s cohesive subgroup (where interactions are concentrated within cohesive subgroups, but not all members of subgroups have interactions with each other – see Figure 1), or her department. That is, the network can extend beyond direct ties with whom one is close colleagues. These network effects beyond those of direct relations will quickly become difficult to measure and differentiate, especially in the small closed communities of elementary schools or high school departments which feature extensive opportunities for casual interaction and observation of all in the system. One way to model the influence of the community is through multilevel models. For example we can extend equation (1) to a multilevel framework (e.g., Raudenbush & Bryk 2002) for teacher i nested within subgroup j: At Level 1 (teacher i in subgroup j): Skills-based instructionij =β0j + β1j previous skills-based instructional of formal leaders in the network of iij + β2j previous skills-based instructionij + eij , (3) At the subgroup level (level 2), β0j, the adjusted mean behavior for a subgroup is modeled as a function of the previous subgroup norm: Level 2 (subgroup level j): β0j =γ00 +γ01 subgroup average of previous skills-based instructionj + u0j , (4)
Social%20Network%20Analysis%20of%20the%20Influences%20of%20Educational%20Reforms%20on%20Teachers'%20Practices%20and%20Interactions%20submitted.docx