First-Year Teachers' Support Networks: Intentional Professional Networks and Diverse Professional Allies

REFERENCES

• Achinstein , B. and Ogawa , R. T. 2006 . (In)Fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational policies . Harvard Educational Review , 76 ( 1 ) : 30 – 63 .
   Web of Science ®Google Scholar
• Anderson , L. 2010 . Embedded and emboldened: Support-seeking and teacher agency in urban, high-needs schools . Harvard Educational Review , 80 ( 4 ) : 541 – 572 .
   Web of Science ®Google Scholar
• Baker-Doyle , K. 2008 . Circles of support: New urban teachers' social support networks (Doctoral Dissertation). Retrieved from Proquest. (Paper AAI 3309395)
   Google Scholar
• Baker-Doyle, K. (2010). Beyond the labor market paradigm: A social network perspective on teacher recruitment and retention. Education Policy Analysis Archives, 18 (26), 1–17 http://epaa.asu.edu/ojs/article/view/836/863 (http://epaa.asu.edu/ojs/article/view/836/863)
   Google Scholar
• Baker-Doyle , K. and Yoon , S. A. 2010 . In search of practitioner-based social capital: A social network analysis tool for understanding and facilitating teacher collaboration in a US-based professional development program . Professional Development in Education , 37 ( 1 ) : 75 – 93 .
   Google Scholar
• Borgatti , S. P. , Everett , M. G. and Freeman , L. C. 2002 . UCINET for Windows: Software for social network analysis , Harvard , MA : Analytic Technologies .
   Google Scholar
• Burns Thomas, A. (2007). Supporting new visions for social justice teaching: The potential for professional development networks. Penn GSE Perspectives on Urban Education, 5(1). http://www.urbanedjournal.org/ (http://www.urbanedjournal.org/)
   Google Scholar
• Burt , R. S. and Minor , M. J. , eds. 1983 . Applied network analysis: A methodological introduction , Beverly Hills , CA : Sage .
   Google Scholar
• Coburn , C. 2001 . Collective sensemaking about reading: How teachers mediate reading policy in their professional communities . Educational Evaluation and Policy Analysis , 23 ( 2 ) : 145 – 170 .
   Web of Science ®Google Scholar
• Coburn , C. 2005 . Shaping teacher sensemaking: School leaders and the enactment of reading policy . Educational Policy , 19 ( 3 ) : 476 – 509 .
   Web of Science ®Google Scholar
• Coburn , C. , Choi , L. and Mata , W. 2010 . “I would go to her because her mind is math”: Network formation in the context of a district-based mathematical reform ” . In Social Network Theory and Educational Change , Edited by: Daly , A. 33 – 51 . Cambridge , MA : Harvard Education Press .
   Google Scholar
• Coleman , J. S. 1987 . Families and schools . Educational Researcher , 16 ( 6 ) : 32 – 38 .
   Google Scholar
• Coleman , J. S. 1990 . Foundations of Social Theory , Cambridge , MA : The Belknap Press of Harvard University Press .
   Google Scholar
• Daly , A. 2010 . “ Mapping the terrain: Social network theory and educational change ” . In Social network theory and educational change , Edited by: Daly , A. J. 1 – 16 . Cambridge , MA : Harvard University Press .
   Google Scholar
• Darling-Hammond , L. and Loewenberg Ball , D. 1999 . What can policymakers do to support teaching to high standards? , Philadelphia , PA : Consortium For Policy Research in Education .
   Google Scholar
• Darling-Hammond , L. and McLaughlin , M. W. 1995 . Policies that support professional development in an era of reform . Phi Delta Kappan, April , : 597 – 604 .
   Google Scholar
• Feiman-Nemser , S. 2001 . From preparation to practice: Designing a continuum to strengthen and sustain teaching . Teachers College Record , 103 ( 6 ) : 1013 – 1055 .
   Web of Science ®Google Scholar
• Feiman-Nemser , S. and Parker , M. B. 1990 . Making subject matter part of the conversation in learning to teach . Journal of Teacher Education , 41 ( 3 ) : 32 – 43 .
   Web of Science ®Google Scholar
• Feiman-Nemser , S. , Schwille , S. , Carver , C. and Yusko , B. 1999 . A conceptual review of literature on new teacher induction. (No. ED449147) , Washington , DC : National Partnership for Excellence and Accountability in Teaching .
   Google Scholar
• Gallego , M. A. , Hollingsworth , S. and Whitenack , D. A. 2001 . Relational knowing in the reform of educational cultures . Teachers College Record , 103 ( 2 ) : 240 – 266 .
   Web of Science ®Google Scholar
• Granovetter , M. 1985 . Economic action and social structure: The problem of embeddedness . American Journal of Sociology , 91 ( 3 ) : 481 – 510 .
   Web of Science ®Google Scholar
• Granovetter , M. 2003 . “ The strength of weak ties ” . In Networks in the knowledge economy , Edited by: Cross , R. , Parker , A. and Sasson , L. 109 – 129 . New York , NY : Oxford University Press .
   Google Scholar
• Griffin , G. 1991 . “ Teacher education and curriculum decision-making: The issue of teacher professionalism ” . In The politics of curriculum decision-making: issues in centralizing the curriculum , Edited by: Klein , M. F. 121 – 150 . Albany , NY : SUNY Press .
   Google Scholar
• Hausman , C. S. and Goldring , E. B. 2001 . Sustaining teacher commitment: The role of professional communities . Peabody Journal of Education , 76 ( 2 ) : 30 – 51 .
   Google Scholar
• Hollingsworth , S. 1989 . Prior beliefs and cognitive change in learning to teach . American Educational Research Journal , 26 ( 2 ) : 160 – 189 .
   Web of Science ®Google Scholar
• Hollingsworth , S. , Dybdahl , M. and Minarik , L. T. 1993 . By chart and chance and passion: The importance of relational knowing in learning to teach . Curriculum Inquiry , 23 ( 1 ) : 5 – 35 .
   Web of Science ®Google Scholar
• Ingersoll , R. and Smith , T. M. 2004 . Do teacher induction and mentoring matter? . NASSP Bulletin , 88 : 28 – 40 .
   Google Scholar
• Kagan , D. M. 1992 . Professional growth among preservice and beginning teachers . Review of Educational Research , 62 ( 2 ) : 129
   Web of Science ®Google Scholar
• Kardos , S. M. 2002 . New teachers' experiences of mentoring, classroom observations, and teacher meetings: Toward an understanding of professional culture . Paper presented at the AERA Conference, New Orleans, Louisiana , April
   Google Scholar
• Kardos , S. M. The importance of professional culture in new teachers' job satisfaction . Paper presented at the American Educational Research Association Annual Meeting . Montreal , Canada. April .
   Google Scholar
• Kilduff , M. 1992 . The friendship network as a decision-making resource: Dispositional moderators of social influences on organizational choice . Journal of Personality and Social Psychology , 62 ( 1 ) : 168 – 180 .
   Web of Science ®Google Scholar
• Kilduff , M. and Krackhardt , D. 1994 . Bringing the individual back in: A structural analysis of the internal market for reputation in organizations . Academy of Management Journal , 37 ( 1 ) : 87 – 108 .
   Web of Science ®Google Scholar
• Lieberman , A. and Miller , L. 1999 . Teachers — Transforming their world and their work , New York , NY : Teachers College Press .
   Google Scholar
• Lin , N. 2001 . “ Building a network theory of social capital ” . In Social capital: Theory and research , Edited by: Lin , N. , Cook , K. and Burt , R. S. 1 – 30 . New York , NY : Aldine De Gruyter .
   Google Scholar
• Little , J. W. 1990 . The mentor phenomenon and the social organization of teaching . Review of Research in Education , 16 : 297 – 351 .
   Web of Science ®Google Scholar
• Mehra , A. , Kilduff , M. and Brass , D. J. 2001 . The social networks of high and low self-monitors: Implications for workplace performance . Administration Science Quarterly , 46 ( 1 ) : 121 – 146 .
   Web of Science ®Google Scholar
• Moolenaar , N. 2010 . Ties with potential: Nature, antecedents, and consequences of social networks in school teams , Amsterdam , , the Netherlands : Netherlands Organisation for Scientific Research .
   Google Scholar
• Nardi, B., Whittaker, S., & Schwartz, H. (2000). It's not what you know, it's who you know: Work in the information age. First Monday, 5(5). http://firstmonday.org/issues/issues5_5/nardi/index.html (http://firstmonday.org/issues/issues5_5/nardi/index.html)
   Google Scholar
• Nardi , B. , Whittaker , S. and Schwartz , H. 2002 . NetWORKers and their activity in intensional networks . Computer Supported Cooperative Work , 11 : 205 – 242 .
   Google Scholar
• National Commission on Teaching and America's Future (NCTAF) . January 2003 . No dream denied: A pledge to America's children , January , Washington , DC : author .
   Google Scholar
• Oh , H. , Labianca , G. and Chung , M.-H. 2006 . A multilevel model of group social capital . Academy of Management Journal , 31 ( 3 ) : 569 – 582 .
   Web of Science ®Google Scholar
• Penuel , W. R. and Riel , M. 2007 . The ‘new’ science of networks and the challenge of school change . Phi Delta Kappan, April , : 611 – 615 .
   Google Scholar
• Putnam , R. D. 1995 . Bowling alone: America's declining social capital . Journal of Democracy , 6 : 65 – 78 .
   Google Scholar
• Spillane , J. P. , Halverson , R. and Diamond , J. B. 2004 . Towards a theory of leadership practice: A distributed perspective . Journal of Curriculum Studies , 36 ( 1 ) : 3 – 34 .
   Web of Science ®Google Scholar
• Talbert , J. and McLaughlin , M. W. 1996 . “ Teacher professionalism in local school contexts ” . In Teachers' professional lives , Edited by: Goodson , I. F. and Hargreaves , A. 127 – 153 . London , , UK : Falmer Press .
   Google Scholar
• Thomas , A. 2007 . Teacher attrition, social capital, and career advancement: An unwelcome message . Research and Practice in Social Sciences , 3 ( 1 ) : 19 – 47 .
   Google Scholar
• Veenman , S. 1984 . Perceived problems of beginning teachers . Review of Educational Research , 54 ( 2 ) : 143 – 178 .
   Web of Science ®Google Scholar