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RETA: Chicago School Staff Social Network Questionnaire Qualitative Interviews, 2006

Version
v1
Resource Type
Dataset : survey data
Creator
  • Spillane, James (Northwestern University)
  • Peterson, Penelope (Northwestern University)
  • Sherin, Miriam (Northwestern University)
  • Fisher, Stephen (Northwestern University)
  • Konstantopoulos, Spyridon (Northwestern University)
Other Title
  • Version 1 (Subtitle)
Collective Title
  • RETA Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice Series
Publication Date
2012-08-31
Funding Reference
  • National Science Foundation
Language
English
Free Keywords
leadership; mathematics; middle schools; teachers
Description
  • Abstract

    The Chicago School Staff Social Network Questionnaire Qualitative Interviews, 2006, is a part of the RETA: Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice study. The goal of RETA was to design and validate a series of research instruments to identify leadership for mathematics instruction in middle schools and for documenting instructional leadership practice. Adopting a distributed perspective on leadership, this work focused on both formally designated and informal leaders and their leadership routines. The objective was to develop valid and reliable instruments that make the day-to-day practice of school leadership for mathematics instruction more transparent, as well as measure changes in this practice over time. This project utilized Social Network Surveys, Experience Sampling Methods (ESM), and Daily Practice Logs. To validate these instruments, a combination of shadowing, end of day cognitive interviews, and semi-structured interviews was used. These instruments were used to describe and analyze when and how teachers and other educators solicit or provide instructional advice and the degree to which these resources influence their work. In order to validate the survey, qualitative interviews were conducted with a subset of teachers at 6 of these 22 schools in early Spring 2006. A purposeful sample of schools was selected to maximize variation so that the sample included two public schools (an elementary and a middle school), two Catholic schools, and two charter schools. The interviewees were selected based on an analysis of the SSSNQ data. Using a purposeful sampling strategy, the following were selected in each school: formal leaders (i.e., Principal, Assistant Principal, Math Specialist, Literacy Specialist), informal leaders (i.e., two teachers who were not formally designated leaders but had more people go to them for math advice relative to other people in their school), and followers (i.e., two to four teachers who were not formal or informal leaders). Interviews with 49 staff members focused mainly on their advice-seeking practices around mathematics instruction. Using a semi-structured protocol, researchers asked interviewees about their advice or knowledge seeking related to mathematics instruction and their views of leadership and change efforts underway at the school.
  • Abstract

    The program of research and development addresses three main goals: To describe and analyze content leadership practices for middle school mathematics instruction and generate empirical evidence concerning which of these practices enables improvement in mathematics teaching and learning.; To describe the dimensions of knowledge for content leadership in mathematics at the middle school level and design, pilot, and validate these instruments for measuring content leadership knowledge.; To generate more robust empirical evidence about whether and how content leadership knowledge can be learned through both formal learning opportunities (e.g., MSPs, Institute Partnerships) and informal on-the-job learning.;
  • Methods

    ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Performed recodes and/or calculated derived variables..
  • Table of Contents

    Datasets:

    • DS0: Study-Level Files
    • DS1: Chicago Qualitative Interview Data - School C Teacher AB
    • DS2: Chicago Qualitative Interview Data - School C Teacher AE
    • DS3: Chicago Qualitative Interview Data - School C Teacher AG
    • DS4: Chicago Qualitative Interview Data - School C Teacher AI
    • DS5: Chicago Qualitative Interview Data - School C Teacher AJ
    • DS6: Chicago Qualitative Interview Data - School C Teacher AM
    • DS7: Chicago Qualitative Interview Data - School C Teacher AP
    • DS8: Chicago Qualitative Interview Data - School C Teacher AR
    • DS9: Chicago Qualitative Interview Data - School C Teacher AV
    • DS10: Chicago Qualitative Interview Data - School C Teacher AZ
    • DS11: Chicago Qualitative Interview Data - School D Teacher AA
    • DS12: Chicago Qualitative Interview Data - School D Teacher AH
    • DS13: Chicago Qualitative Interview Data - School D Teacher AN
    • DS14: Chicago Qualitative Interview Data - School D Teacher AQ
    • DS15: Chicago Qualitative Interview Data - School D Teacher AR
    • DS16: Chicago Qualitative Interview Data - School D Teacher AS
    • DS17: Chicago Qualitative Interview Data - School D Teacher AU
    • DS18: Chicago Qualitative Interview Data - School G Teacher AC
    • DS19: Chicago Qualitative Interview Data - School G Teacher AE
    • DS20: Chicago Qualitative Interview Data - School G Teacher AF
    • DS21: Chicago Qualitative Interview Data - School G Teacher AH
    • DS22: Chicago Qualitative Interview Data - School G Teacher AJ
    • DS23: Chicago Qualitative Interview Data - School G Teacher AK
    • DS24: Chicago Qualitative Interview Data - School G Teacher AP
    • DS25: Chicago Qualitative Interview Data - School H Teacher AA
    • DS26: Chicago Qualitative Interview Data - School H Teacher AD
    • DS27: Chicago Qualitative Interview Data - School H Teacher AF
    • DS28: Chicago Qualitative Interview Data - School H Teacher AH
    • DS29: Chicago Qualitative Interview Data - School H Teacher AK
    • DS30: Chicago Qualitative Interview Data - School H Teacher AM
    • DS31: Chicago Qualitative Interview Data - School H Teacher AN
    • DS32: Chicago Qualitative Interview Data - School H Teacher AP
    • DS33: Chicago Qualitative Interview Data - School I Teacher AB
    • DS34: Chicago Qualitative Interview Data - School I Teacher AD
    • DS35: Chicago Qualitative Interview Data - School I Teacher AE
    • DS36: Chicago Qualitative Interview Data - School I Teacher AF
    • DS37: Chicago Qualitative Interview Data - School I Teacher AH
    • DS38: Chicago Qualitative Interview Data - School I Teacher AK
    • DS39: Chicago Qualitative Interview Data - School I Teacher AM
    • DS40: Chicago Qualitative Interview Data - School I Teacher AN
    • DS41: Chicago Qualitative Interview Data - School I Teacher AP
    • DS42: Chicago Qualitative Interview Data - School K Teacher AA
    • DS43: Chicago Qualitative Interview Data - School K Teacher AF
    • DS44: Chicago Qualitative Interview Data - School K Teacher AL
    • DS45: Chicago Qualitative Interview Data - School K Teacher AO
    • DS46: Chicago Qualitative Interview Data - School K Teacher AU
    • DS47: Chicago Qualitative Interview Data - School K Teacher AV
    • DS48: Chicago Qualitative Interview Data - School K Teacher AW
    • DS49: Chicago Qualitative Interview Data - School K Teacher BH
Temporal Coverage
  • Time period: 2006
Geographic Coverage
  • Chicago
  • Illinois
  • United States
Sampled Universe
School teachers and leaders in one large urban midwestern school district who participated in the Chicago School Staff Social Network Questionnaire Longitudinal Study, 2005-2006 (ICPSR 32921). Smallest Geographic Unit: city
Sampling
A purposeful sample of schools was selected from the Chicago School Staff Social Network Questionnaire, 2005-2006 to maximize variation so that the sample included two public schools (an elementary and a middle school), two Catholic schools, and two charter schools. Interviewees were selected based on the analysis of the SSSNQ data. Using a purposeful sampling strategy the following were selected in each school: formal leaders (i.e., Principal, Assistant Principal, Math Specialist, Literacy Specialist), informal leaders (i.e., two teachers who were not formally designated leaders but had more people go to them for math advice relative to other people in their school), and followers (i.e., two to four teachers who were not formal or informal leaders). Forty-nine staff members were interviewed across the six schools.
Collection Mode
  • face-to-face interview

    The pseudonyms (two-letter codes) for interview participants used in this study can be linked to the variable "pseudoname" from the Chicago School Staff Social Network Questionnaire Longitudinal Study, 2005-2008 (ICPSR 32921).

Note
2013-01-11 Document covers have been updated.2012-12-21 Document covers have been updated.2012-09-06 Public documentation was added. Funding insitution(s): National Science Foundation (NSF#412510).
Availability
Download
One or more files in this study are not available for download due to special restrictions; consult the study documentation to learn more on how to obtain the data.
Alternative Identifiers
  • 33582 (Type: ICPSR Study Number)
Publications
  • Spillane, J.P., Kim, C.M.. An exploratory analysis of formal school leaders' positioning in instructional advice and information networks in elementary schools. American Journal of Education.2012.
    • ID: 10.1086/667755 (DOI)
  • Spillane, J.P., Kim, C.M., Frank, K.A.. Instructional advice and information seeking behavior in elementary schools: Exploring tie formation as a building block in social capital development. Journal of Educational Administration.2012.
  • Dorner, L.M., Spillane, J.P., Pustejovsky, J.. Organizing for instruction: A comparative study of public Catholic charter, and public schools' enactment of institutional policy scripts. Journal of Educational Change.2010.
  • Dorner, L.M., Spillane, J.P., Pustejovsky, J.. Organizing for instruction: A comparative study of public Catholic, charter, and public schools' enactment of institutional policy scripts. Journal of Educational Change.12, (1), 71-98.2010.
    • ID: 10.1007/s10833-010-9147-5 (DOI)
  • Spillane, J.P., Healey, K.. Conceptualizing school leadership and management from a distributed perspective: An exploration of some study operations and measures. Elementary School Journal.111, (2), 253-281.2010.
    • ID: 10.1086/656300 (DOI)
  • Spillane, James P., Healey, Kaleen, Kim, Chong Min. Leading and managing instruction: Using social network analysis to explore formal and informal aspects of the elementary school organization. Social Network Theory and Educational Change.Cambridge, MA: Harvard Education Press. 2010.
  • Pitts, V., Spillane, J.P.. Using social network methods to study school leadership. International Journal of Research and Method in Education.32, (2), 185-207.2009.
    • ID: 10.1080/17437270902946660 (DOI)
  • Pustejovsky, J., Spillane, J.P.. Question-order effects in social network name generators. Social Networks.31, (4), 221-229.2009.
    • ID: 10.1016/j.socnet.2009.06.001 (DOI)
  • Pustejovsky, J., Spillane, J.P., Heaton, R.M., Lewis, W.J.. Understanding teacher leadership in middle school mathematics: A collaborative research effort. Journal of Mathematics and Science: Collaborative Explorations.11, 19-40.2009.
  • Spillane, James, Camburn, Eric M., Pustejovsky, James, Pareja, Amber Stitziel, Lewis, Geoff. Taking a Distributed Perspective: Epistemological and methodological tradeoffs in operationalizing the leader-plus aspect. Journal of Educational Administration.46, (2), 189-213.2008.
    • ID: 10.1108/09578230810863262 (DOI)

Update Metadata: 2015-08-05 | Issue Number: 6 | Registration Date: 2015-06-16

Spillane, James; Peterson, Penelope; Sherin, Miriam; Fisher, Stephen; Konstantopoulos, Spyridon (2012): RETA: Chicago School Staff Social Network Questionnaire Qualitative Interviews, 2006. Version 1. RETA Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice Series. Version: v1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/ICPSR33582.v1