RETA: Chicago School Staff Social Network Questionnaire Qualitative Interviews, 2006

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.

《芝加哥学校教职工社交网络问卷调查及定性访谈（2006年）》系RET研究项目的一部分，该项目旨在设计并验证一系列研究工具，以识别中学数学教育中的领导力，并记录教学领导力的实践。RET项目采纳了领导力的分布式视角，关注正式指定和非正式领导者及其领导常规。研究目标在于开发出既有效又可靠的工具，以使学校日常数学教学领导力的实践更加透明，并衡量这一实践随时间的变化。本项目采用了社交网络调查、经验抽样方法（ESM）和日常实践日志。为了验证这些工具，结合了影子观察、日终认知访谈和半结构化访谈等方法。这些工具被用于描述和分析教师及其他教育工作者何时以及如何寻求或提供教学建议，以及这些资源对其工作的影响程度。为了验证问卷，对2006年春季早期22所学校中的6所学校的一部分教师进行了定性访谈。通过有目的的抽样策略，选取了多样化的学校样本，包括两所公立学校（一所小学和一所中学）、两所天主教学校和两所特许学校。访谈对象基于对SSSNQ数据的分析选取，每所学校中选择了：正式领导者（即校长、副校长、数学专家、阅读专家）、非正式领导者（即两位虽未正式指定为领导者但相对其他教师而言更多人寻求其数学建议的教师）和追随者（即两位至四位既非正式领导者也非非正式领导者的教师）。对49位教职工的访谈主要聚焦于他们在数学教学方面的咨询实践。研究人员采用半结构化访谈协议，询问访谈对象关于其与数学教学相关的咨询或知识寻求行为，以及他们对学校正在进行的领导力和变革努力的看法。