Professional culture is a key element for successful implementation and change in schools. The purpose of this paper is to triangulate collaboration networks and experiences of educators to describe the emergent professional cultures in three newly-opened pre-kindergarten schools. This paper uses an exploratory mixed-methods case study approach. The professional cultures of three pre-kindergarten schools were explored using descriptive social network analysis of 75 educators’ collaboration within their schools and semi-structured interviews of 20 selected participants. Findings indicate distinct cultures at each of the three schools. Variations in network cohesion, in the alignment between formal and informal networks, and personnel stability combined into different types of professional culture. (author abstract)
Triangulating social networks and experiences of early childhood educators in emergent professional cultures
Description:
Resource Type:
Reports & Papers
Country:
United States
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