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Using Network Analysis to Inform a Case Study Approach: Assessing Influence and Impact in Federal Education Awards
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| Presenter(s):
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| Ashley T Brenner, IDA Science & Technology Policy Institute, a.t.brenner@gmail.com
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| Jason Gallo, IDA Science & Technology Policy Institute, jgallo@ida.org
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| Asha Balakrishnan, IDA Science & Technology Policy Institute, abalakri@ida.org
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| Gina Walejko, IDA Science & Technology Policy Institute, gwalejko@ida.org
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| Mario Nuez, IDA Science & Technology Policy Institute, mnunez@ida.org
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| Vanessa Pena, IDA Science & Technology Policy Institute, vpena@ida.org
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| Stephanie Shipp, IDA Science & Technology Policy Institute, sshipp@ida.org
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| Abstract:
The IDA Science and Technology Policy Institute (STPI) investigated the collaborative networks of two National Science Foundation (NSF) award programs, Research and Evaluation on Education in Science and Engineering (REESE) and Discovery Research K-12 (DR K-12). We analyzed awardee collaboration networks for each program and between the two programs to understand both the influences on these networks as well as how these networks affect the creation, diffusion, and uptake of intellectual products created with program funding. We used a mixed methods approach, combining complementary qualitative and quantitative analyses. These methods included bipartite social network analyses, descriptive statistical analyses, case studies, bibliometric analyses, and interviews. The goal was to examine how the networks of awardees funded by the REESE and DR K-12 programs affected the outputs of the awards and their adoption in the educational system. This presentation will focus on the methodology used to complete the project's case studies.
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The Effects of New Technology on the Growth of a Teaching and Learning Network
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| Presenter(s):
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| Roberta Spalter-Roth, American Sociological Association, spalter-roth@asanet.org
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| Jean Shin, American Sociological Association, shin@asanet.org
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| Olga Mayorova, American Sociological Association, mayorova@asanet.org
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| Abstract:
This paper describes the findings from a summative evaluation of an innovative, interactive, digital teaching resources library in sociology (TRAILS). The purpose of TRAILS is to increase the usage and diffusion of cutting-edge teaching and learning materials to a more diverse audience as well as to increase the network activities of TRAILS users. The evaluation tests theoretical models of diffusion of innovations and unanticipated gains from network participation. The evaluation's purpose is to measure the effects of TRAILS by testing a series of hypotheses about changes in the scope and diversity of TRAILS users, and the density and diversity of a network of teaching and learning materials producers and consumers. The evaluation uses a quasi-experimental design to examine the changing demographic and institutional characteristics of TRAILS users and the increases or decreases in users' network activities. It provides a generalizable model for evaluating the effects of teaching and learning innovations.
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Evaluating and Improving Teacher Collaboration With Social Network Analysis
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| Presenter(s):
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| Rebecca Woodland, University of Massachusetts, Amherst, rebecca.woodland@educ.umass.edu
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| Shannon Barry, University of Massachusetts, Amherst, skbarry17@gmail.com
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| Katrina Crotts, University of Massachusetts, Amherst, kmcrotts@gmail.com
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| Abstract:
Social Network Analysis (SNA) is a statistical method of analysis that generates visual maps and enables the empirical examination of relationships between individuals and groups. Largely underutilized in educational evaluation, SNA is powerful research methodology that can be used to improve communication and knowledge creation among teachers, and to scale instructional innovation throughout a school. In this presentation, we will report how SNA has been used in the evaluation of teacher collaboration, specifically as a key component in the implementation of the Teacher Collaboration Improvement Framework (Gajda & Koliba, 2008). Session participants will learn how evaluators can use SNA to generate information in creative formats that school principals and K-12 superintendents (primary evaluation stakeholders) can use to: 1) inform decisions about how best to structure, strengthen, and support school and district-level teacher collaboration, and 2) empirically examine the relationship between teacher collaboration, quality of instruction, and student achievement.
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