Exploring the communities of learning policy in New Zealand using social network analysis: A case study of leadership, expertise, and networks

• Published in: International journal of educational research 2020, Vol.99, p.101492, Article 101492
• Main Authors: Sinnema, Claire, Daly, Alan J., Liou, Yi-Hwa, Rodway, Joelle
• Format: Article
• Language: English
• Subjects: Collaboration; Expertise education policy; Leadership; Social capital; Social network analysis
• ISSN: 0883-0355; 1873-538X
• DOI: 10.1016/j.ijer.2019.10.002

•There is a pattern of strong and dense within-school ties.•There was less across-school collaboration and advice seeking than the policy intended.•More network members than is desirable remain on the periphery of the network.•Despite a strong core of network actors, those in formal CoL roles are not necessarily represented.•The potential for accessing and capitalizing on social resources is not yet being realized. Educators are increasingly being called upon to collaborate in ways that leverage expertise across schools as they work together to improve teaching and learning. In this study we use social network analysis to investigate the patterns of collaboration and advice-seeking within and across five schools that comprise one Community of Learning (CoL) in New Zealand. Our analyses indicate that while within school networks are connected, the network overall has low levels of between-school collaboration and advice-seeking activity. We discuss these findings with attention to misalignment between policy and practice, changing CoL leadership roles, the strength of within-school ties and the role of social networks in educational improvement.