Integrating connectionist and structuralist social network approaches to understand education policy networks: The case of the common core state standards and state-provided curricular resources

Emily M. Hodge, Susanna L. Benko, Serena J. Salloum

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This chapter examines how social network analysis can be used to study education policy networks-specifically, state support for the Common Core State Standards. Researchers built a comprehensive database of more than 2000 English/language arts standards resources on state educational agency websites. Social network analysis was used to visualize the network of organizations and state educational agencies sponsoring each of these resources to identify the most powerful organizations involved in determining the meaning of the Common Core State Standards for classroom instruction. A second study used discourse network analysis to analyze similarities and differences in the content of the materials. A final component used an institutional theory lens to examine the extent to which state attributes such as Common Core-adoption are related to having shared organizational ties.

Original languageEnglish
Title of host publicationNetworks, Knowledge Brokers, and the Public Policymaking Process
PublisherSpringer International Publishing
Pages71-99
Number of pages29
ISBN (Electronic)9783030787554
ISBN (Print)9783030787547
DOIs
StatePublished - 3 Nov 2021

Fingerprint

Dive into the research topics of 'Integrating connectionist and structuralist social network approaches to understand education policy networks: The case of the common core state standards and state-provided curricular resources'. Together they form a unique fingerprint.

Cite this