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RETA [electronic resource]: Chicago School Staff Social Network Questionnaire Qualitative Interviews, 2006

James Spillane, Penelope Peterson, Miriam Sherin, Stephen Fisher, Spyridon Konstantopoulos
Format
Computer Resource; Online
Published
Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2012
Edition
2013-01-11
Series
ICPSR
RETA Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice Series
ICPSR (Series)
Access Restriction
AVAILABLE. This study is freely available to the general public.
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.

Cf: http://doi.org/10.3886/ICPSR33582.v1
Contents
  • Chicago Qualitative Interview Data - School C Teacher AB
  • Chicago Qualitative Interview Data - School C Teacher AE
  • Chicago Qualitative Interview Data - School C Teacher AG
  • Chicago Qualitative Interview Data - School C Teacher AI
  • Chicago Qualitative Interview Data - School C Teacher AJ
  • Chicago Qualitative Interview Data - School C Teacher AM
  • Chicago Qualitative Interview Data - School C Teacher AP
  • Chicago Qualitative Interview Data - School C Teacher AR
  • Chicago Qualitative Interview Data - School C Teacher AV
  • Chicago Qualitative Interview Data - School C Teacher AZ
  • Chicago Qualitative Interview Data - School D Teacher AA
  • Chicago Qualitative Interview Data - School D Teacher AH
  • Chicago Qualitative Interview Data - School D Teacher AN
  • Chicago Qualitative Interview Data - School D Teacher AQ
  • Chicago Qualitative Interview Data - School D Teacher AR
  • Chicago Qualitative Interview Data - School D Teacher AS
  • Chicago Qualitative Interview Data - School D Teacher AU
  • Chicago Qualitative Interview Data - School G Teacher AC
  • Chicago Qualitative Interview Data - School G Teacher AE
  • Chicago Qualitative Interview Data - School G Teacher AF
  • Chicago Qualitative Interview Data - School G Teacher AH
  • Chicago Qualitative Interview Data - School G Teacher AJ
  • Chicago Qualitative Interview Data - School G Teacher AK
  • Chicago Qualitative Interview Data - School G Teacher AP
  • Chicago Qualitative Interview Data - School H Teacher AA
  • Chicago Qualitative Interview Data - School H Teacher AD
  • Chicago Qualitative Interview Data - School H Teacher AF
  • Chicago Qualitative Interview Data - School H Teacher AH
  • Chicago Qualitative Interview Data - School H Teacher AK
  • Chicago Qualitative Interview Data - School H Teacher AM
  • Chicago Qualitative Interview Data - School H Teacher AN
  • Chicago Qualitative Interview Data - School H Teacher AP
  • Chicago Qualitative Interview Data - School I Teacher AB
  • Chicago Qualitative Interview Data - School I Teacher AD
  • Chicago Qualitative Interview Data - School I Teacher AE
  • Chicago Qualitative Interview Data - School I Teacher AF
  • Chicago Qualitative Interview Data - School I Teacher AH
  • Chicago Qualitative Interview Data - School I Teacher AK
  • Chicago Qualitative Interview Data - School I Teacher AM
  • Chicago Qualitative Interview Data - School I Teacher AN
  • Chicago Qualitative Interview Data - School I Teacher AP
  • Chicago Qualitative Interview Data - School K Teacher AA
  • Chicago Qualitative Interview Data - School K Teacher AF
  • Chicago Qualitative Interview Data - School K Teacher AL
  • Chicago Qualitative Interview Data - School K Teacher AO
  • Chicago Qualitative Interview Data - School K Teacher AU
  • Chicago Qualitative Interview Data - School K Teacher AV
  • Chicago Qualitative Interview Data - School K Teacher AW
  • Chicago Qualitative Interview Data - School K Teacher BH
Description
Mode of access: Intranet.
Notes
Title from ICPSR DDI metadata of 2016-02-11.
Series Statement
ICPSR 33582
ICPSR (Series) 33582
Other Forms
Also available as downloadable files.
Copyright Not EvaluatedCopyright Not Evaluated
Technical Details
  • Staff View

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    a| <p>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.</p> <p>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.</p>Cf: http://doi.org/10.3886/ICPSR33582.v1
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    t| Chicago Qualitative Interview Data - School G Teacher AJ
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    t| Chicago Qualitative Interview Data - School G Teacher AK
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    t| Chicago Qualitative Interview Data - School G Teacher AP
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    t| Chicago Qualitative Interview Data - School H Teacher AA
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    t| Chicago Qualitative Interview Data - School H Teacher AD
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    t| Chicago Qualitative Interview Data - School H Teacher AF
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    t| Chicago Qualitative Interview Data - School H Teacher AH
    505
      
      
    t| Chicago Qualitative Interview Data - School H Teacher AK
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    t| Chicago Qualitative Interview Data - School H Teacher AM
    505
      
      
    t| Chicago Qualitative Interview Data - School H Teacher AN
    505
      
      
    t| Chicago Qualitative Interview Data - School H Teacher AP
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    t| Chicago Qualitative Interview Data - School I Teacher AB
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    t| Chicago Qualitative Interview Data - School I Teacher AD
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    t| Chicago Qualitative Interview Data - School I Teacher AE
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    t| Chicago Qualitative Interview Data - School I Teacher AF
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    t| Chicago Qualitative Interview Data - School I Teacher AH
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    t| Chicago Qualitative Interview Data - School I Teacher AK
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    t| Chicago Qualitative Interview Data - School I Teacher AM
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    t| Chicago Qualitative Interview Data - School K Teacher AA
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    t| Chicago Qualitative Interview Data - School K Teacher AF
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    t| Chicago Qualitative Interview Data - School K Teacher AL
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    t| Chicago Qualitative Interview Data - School K Teacher AO
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    t| Chicago Qualitative Interview Data - School K Teacher AU
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    t| Chicago Qualitative Interview Data - School K Teacher AV
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    a| 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).
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