3.2 Week 3 Activities

  • Read & Share, due by Friday Feb 8, 11:59PM
  • Take / comment, due by Monday Feb 11, 11:59PM

3.2.1 Readings

  1. Skim Carolan, ch. 10, on “Social Capital”, and annotate concepts you recognize / don’t know

  2. Closely examine an empirical study of your choice. You could either (a) claim one article from below – by annotating it using Hypo, or (b) search for one article from your research area. I would recommend option #b so that this reading activity is adding to your project.

When examining the article, please try to discern those three levels of considerations I presented in Week 2 (i.e., Philosophical, Methodological, and methods).

  • Daly, A. J., & Finnigan, K. S. (2011). The Ebb and Flow of Social Network Ties Between District Leaders Under High-Stakes Accountability. American Educational Research Journal, 48(1), 39–79.
  • Baker-Doyle, K. (2010). Beyond the Labor Market Paradigm: A Social Network Perspective on Teacher Recruitment and Retention. Education Policy Analysis Archives, 18, 26.
  • Heck, R. h., Price, C. l., & Thomas, S. l. (2004). Tracks as Emergent Structures: A Network Analysis of Student Differentiation in a High School. American Journal of Education , 110(4), 321–353.
  • González Canché, M. S., & Rios-Aguilar, C. (2015). Critical Social Network Analysis in Community Colleges: Peer Effects and Credit Attainment. New Directions for Institutional Research, 2014(163), 75–91. https://doi.org/10.1002/ir.20087
  • Hill, M. (2002). Network Assessments and Diagrams: A Flexible Friend for Social Work Practice and Education. Journal of Social Work , 2(2), 233–254.
  • Christley, R. M. (2005). Infection in Social Networks: Using Network Analysis to Identify High-Risk Individuals. American Journal of Epidemiology, 162(10), 1024–1031. http://doi.org/10.1093/aje/kwi308
  • Christakis, N. A., & Fowler, J. H. (2007). The spread of obesity in a large social network over 32 years. The New England Journal of Medicine, 357(4), 370–379.
  • Dawson, S., Tan, J. P. L., & McWilliam, E. (2011). Measuring creative potential: Using social network analysis to monitor a learners’ creative capacity. Australasian Journal of Educational Technology, 27(6), 924–942.
  • Honeycutt, T. (2009). Making Connections: Using Social Network Analysis for Program Evaluation. Mathematica Policy Research, (1), 1–4.
  • Rienties, B., Héliot, Y., & Jindal-Snape, D. (2013). Understanding social learning relations of international students in a large classroom using social network analysis. Higher Education, 66(4), 489–504. http://doi.org/10.1007/s10734-013-9617-9
  • Martinez, A., Dimitriadis, Y., Rubia, B., Gómez, E., & de la Fuente, P. (2003). Combining qualitative evaluation and social network analysis for the study of classroom social interactions. Computers & Education, 41(4), 353–368.
  • Roberson, Q. M., & Colquitt, J. A. (2005). Shared and Configural Justice: A Social Network Model of Justice in Teams. Academy of Management Review. Academy of Management, 30(3), 595–607.

3.2.2 Share & Take

  1. Share the article you read in a concise manner to the class. The video on “stroke patients” in the previous page could be a great example to follow. In your sharing, you should cover:
  • research problem and questions
  • collection of SNA data
  • specific use of SNA (e.g., specific SNA measures, visualizations)
  • key findings
  • one “praise” and/or one “push”

You can choose between these two formats:

  • a screencast (5-min max): A video presentation of you talking through your example. Post a link to your video to the Slack assignments channel. Potential video capturing tools include Jing, QuickTime, and Screencast-O-Matic.
  • a Slack post (500-word max): Post a text-based post to the Slack assignments channel as we did in Week 2.
  1. Take ideas from each other’s presentations to inform your project. Comment on each other’s posts to acknowledge ideas you take from them, seek clarifications, etc. Continue to craft your project ideas.

Have a wonderful week!