{"id":516,"date":"2011-09-06T12:25:07","date_gmt":"2011-09-06T16:25:07","guid":{"rendered":"http:\/\/coreeducationllc.com\/blog2\/?p=516"},"modified":"2012-04-26T14:04:05","modified_gmt":"2012-04-26T18:04:05","slug":"the-missing-link-in-school-reform","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/the-missing-link-in-school-reform\/","title":{"rendered":"The Missing Link in School Reform"},"content":{"rendered":"

In an article published in the Stanford Social Innovation Review,<\/em> author Carrie R. Leana argues that education reforms have yet to identify a major component to boosting student achievement:\u00a0 teacher collaboration.\u00a0 She calls these patterns of teacher interaction \u201csocial capital,\u201d the quantity and quality of which can measurably affect school improvement.<\/p>\n

Leana asserts that the three more common areas of focus in school improvement\u2014human capital (teacher knowledge and effectiveness), the value of outsiders (consultants and pedagogy experts), and the centrality of principals as leaders in instructional practice\u2014are \u201crooted more in conventional wisdom and political sloganeering than in strong empirical research.\u201d Together they constitute what Leana calls the ideology of school reform.\u00a0 Leana does not dismiss these factors as key to school improvement, however, the research she and her colleagues have done \u201cstrongly suggest that in trying to improve public schools we are overselling the role of human capital and innovation from the top, while greatly undervaluing the benefits of social capital and stability at the bottom.\u201d
\nTo illustrate the difference between human capital and social capital, Leana offers the following scenario:<\/p>\n

In response to the question \u201cWhy are some teachers better than others?\u201d a human capital perspective would answer that some teachers are just better trained, more gifted, or more motivated. A social capital perspective would answer the same question by looking not just at what a teacher knows, but also where she gets that knowledge. If she has a problem with a particular student, where does the teacher go for information and advice? Who does she use to sound out her own ideas or assumptions about teaching? Who does she confide in about the gaps in her understanding of her subject knowledge?<\/em><\/p>\n

In her research, Leana found that teachers do not usually turn to experts to get information or advice on how to do her job, and even less frequently turn to their principals.\u00a0 Additionally, when relationships among teachers have high levels of trust and interaction (i.e., when social capital is strong), student achievement scores improve.<\/p>\n

After conducting research at 130 elementary schools in NYC public school system from 2005-2007, Leana comes to the following conclusions about current policy objectives and initiatives:<\/p>\n

1. The current focus on building teacher human capital will not yield the qualified teaching staff so desperately needed in urban districts.\u00a0 Instead, policies must also invest in measures that enhance collaboration, rather than viewing such teamwork as a sign of teacher weakness or inefficiency.<\/p>\n

2. There is not enough emphasis on the value of teacher stability.\u00a0 There are direct, positive relationships between student achievement gains in mathematics and teacher tenure at grade level and teacher social capital.\u00a0 Therefore, current efforts to undercut teacher stability \u201cmay come at a very steep cost.\u201d<\/p>\n

3. Principals spending their time on instructional activities and teacher interaction had no effect on teacher social capital or student achievement.\u00a0 Principals who spent more of their time collaborating with people and organizations outside the school delivered gains to teachers and students alike.<\/p>\n

To read the full article, please visit http:\/\/www.ssireview.org\/articles\/entry\/the_missing_link_in_school_reform\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

In an article published in the Stanford Social Innovation Review, author Carrie R. Leana argues that education reforms have yet to identify a major component to boosting student achievement:\u00a0 teacher collaboration.\u00a0 She calls these patterns of teacher interaction \u201csocial capital,\u201d the quantity and quality of which can measurably affect school improvement. Leana asserts that the Read more about The Missing Link in School Reform<\/span>[…]<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[4],"tags":[60,77,137,63,44],"class_list":["post-516","post","type-post","status-publish","format-standard","hentry","category-school-reform-leadership","tag-school-leadership","tag-school-reform","tag-social-capital","tag-teacher-retention","tag-teacher-role"],"yoast_head":"\nThe Missing Link in School Reform - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/the-missing-link-in-school-reform\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Missing Link in School Reform - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"In an article published in the Stanford Social Innovation Review, author Carrie R. Leana argues that education reforms have yet to identify a major component to boosting student achievement:\u00a0 teacher collaboration.\u00a0 She calls these patterns of teacher interaction \u201csocial capital,\u201d the quantity and quality of which can measurably affect school improvement. 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