RETA: Chicago School Staff Social Network Questionnaire Longitudinal Study, 2005-2008

The Chicago School Staff Social Network Questionnaire Longitudinal Study, 2005-2008 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. The first component of the Chicago longitudinal study involved the administration of the School Staff Social Network Questionnaire (SSSNQ) to staff in a purposeful sample of 22 schools starting in the Winter of 2005 and continuing through the Spring of 2006. A 23rd school responded, but was dropped from analysis due to a problem with the structure of the survey questions. All teachers and administrators at each school were asked to take the survey online. In January 2007 the Office of Mathematics and Science for Chicago Public Schools, with the support of the Chicago Community Trust, asked for the School Staff Social Network Questionnaire (SSSNQ) to be administered to 23 Chicago public schools (both K-8 and middle schools) as part of the work with these schools around distributed leadership for mathematics and language arts instruction. At the time of the study, all of these schools were participating in a leadership and school-restructuring initiative called the Cluster 4 Middle Grades Program. In May and June 2007, the survey was administered to 19 of the schools (the other four schools declined the invitation). In June of 2008, the SSSNQ was administered again, but this time it was only given to the 12 schools that had a response rate over 70 percent in 2007.

《芝加哥学校教职工社交网络问卷调查纵向研究（2005-2008）》是《RETA 中学数学教育分布式领导力研究：实践中的内容领域领导力专业知识》项目的一部分。RETA 项目旨在设计和验证一系列研究工具，以识别中学数学教学中的领导力，并记录教学领导力的实践。该研究采纳了领导力的分布式视角，聚焦于正式指定的和非正式领导者及其领导行为规范。研究的目标是开发出既有效又可靠的工具，使中学数学教学领导力的日常实践更加透明，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）和每日实践日志。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的方法。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。芝加哥纵向研究的第一个组成部分是在2005年冬季至2006年春季对22所学校教职工进行的学校教职工社交网络问卷调查（SSSNQ）。第23所学校虽然进行了回应，但由于调查问题结构问题而被排除在分析之外。该校的所有教师和管理人员均被要求在线填写问卷。2007年1月，芝加哥公立学校数学与科学办公室，在芝加哥社区信托的支持下，要求对23所芝加哥公立学校（包括K-8年级和中学）进行学校教职工社交网络问卷调查（SSSNQ），作为与这些学校在数学和语言艺术教学分布式领导力合作工作的一部分。在研究期间，这些学校均参与了名为集群4中学年级项目的领导力和学校重构倡议。2007年5月和6月，对19所学校进行了问卷调查（其他四所学校拒绝了邀请）。2008年6月，再次进行了SSSNQ，但这次只对2007年回应率超过70%的12所学校进行了问卷调查。