The relationship between interschool social networks and student achievement

被引:0
作者
Zheng, Yunzheng [1 ,3 ]
Shen, Jianping [1 ]
Wu, Huang [2 ]
Reeves, Patricia [1 ]
机构
[1] Western Michigan Univ, Dept Educ Leadership Res & Technol, Kalamazoo, MI 49008 USA
[2] Univ Missouri Kansas City, Dept Educ Leadership Policy & Fdn, Kansas City, MO USA
[3] Shanghai Normal Univ, Shanghai, Peoples R China
关键词
Interschool relationships; social networks; student achievement; SCHOOL IMPROVEMENT; CENTRALITY; IMPACT; PERSPECTIVES; STRATEGY; REFORM; POWER;
D O I
10.1080/09243453.2024.2429388
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Various forms of networks in education have been proposed by scholars, policymakers, and educational administrators as a strategy for school improvement. However, there are few empirical studies on the effect of interschool networks. We analyzed data from 76 elementary schools in a Midwestern state to examine the association between interschool relationships and student achievement by employing social network analysis and hierarchical linear modeling (HLM). After controlling for school and district demographic characteristics, we found that (a) schools that reported to have a stronger relationship with other schools had better math achievement, and more growth in reading achievement; (b) schools with reciprocal relationships had better math and reading achievement, and more growth in reading achievement; and (c) schools that connected to more influential schools in the network had better math and reading achievement, and more growth in reading achievement. We discussed the implications for research, policy, and practice.
引用
收藏
页码:92 / 126
页数:35
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