The role of social capital for teacher professional learning and student achievement: A systematic literature review

Demir, Ema Kristina

doi:10.1016/j.edurev.2021.100391

Cited by 38 publications

(32 citation statements)

References 302 publications

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“…The increasing use of the social capital concept in teacher research follows the growing consensus among educational researchers that relationships matter (Moolenaar, 2012). In the past 15 years, empirical research on teacher development using the concept of social capital have flourished significantly (Demir, 2021). The concept of social capital is also more and more used as a part of other concepts mobilized in teacher research, such as the concepts of professional capital (shaped by human capital, social capital, and decisional capital: Hargreaves and Fullan, 2012) or intellectual capital (shaped by human capital and social capital, Daly et al, 2018).…”

Section: Social Capital In Teacher Researchmentioning

confidence: 99%

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The Use of Social Capital in Teacher Research: A Necessary Clarification

Coppe¹,

Thomas

Pantić

et al. 2022

Front. Psychol.

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In this paper, we present a critical reflection on the concept of social capital. We argue that there is no such idea of an umbrella concept of social capital. Instead, two overarching conceptualizations of social capital exist, namely individual social capital and collective social capital. As these conceptualizations of social capital are completely different, we emphasize that studies using social capital as a theoretical lens should clarify the concept as well as be consistent in the interpretation of the concept, from its definition to its methodological operationalization. In this article, we first map the two different conceptualizations of social capital. Next, these conceptualizations are illustrated with well-known teacher research studies, followed by examples of studies in which individual and collective social capital are mixed. Finally, we discuss the consequences of the use and the mix of these different conceptualizations in terms of measurement methods. Additionally, implications for teacher education are presented.

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Section: Social Capital In Teacher Researchmentioning

confidence: 99%

“…• to explore the operationalization of individual social capital. Our aim is not to write a systematic literature review on the concept of social capital (for systematic reviews see Portes, 1998;Tzanakis, 2013;Son, 2020;Demir, 2021), but rather to critically discuss the concept, especially its use in the domain of teacher research.…”

Section: Introductionmentioning

confidence: 99%

The Use of Social Capital in Teacher Research: A Necessary Clarification

Coppe¹,

Thomas

Pantić

et al. 2022

Front. Psychol.

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“…In the current study, we used tenure and income, Teachers' salary in Israel is based on a direct link between years of experience, teachers' education, and continuous professional development (Blass, 2016). Coleman positioned physical, human, and social capital along a continuum of tangibility; social capital was the least tangible, originating from interaction with others (Demir, 2021).…”

Section: Research Plan – Independent and Dependent Variablesmentioning

confidence: 99%

Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups

Turin¹,

Davidson²

2022

JPCC

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PurposeThe current study examines the ways preschool teachers handle parents' WhatsApp groups. The study explores the associations between professional capital, perception of the application, and communication patterns with the parents utilizing WhatsApp, an instant message application.Design/methodology/approachA group of 214 Israeli preschool teachers were sampled using a survey questionnaire. The independent variables were two components of professional capital: (1) human capital, measured by tenure and income and (2) social capital, measured by the type of locality and the teacher's place of residence, in or outside the kindergarten's neighborhood. The dependent variable was the general perception of the app and the decisional capital manifested in the pattern of engagement with the pupils' parents.FindingsIn general, preschool teachers welcome the app, especially its ability to send pictures, while they disapprove of the constant intrusion it causes. Tenured and high-income teachers tended to restrict sharing a WhatsApp group with parents. Joining a group with parents was common among private, low-income, and non-tenured young teachers. In terms of social capital, teachers who lived and worked in a communal settlement differed from their city colleagues. Teachers in such communities expressed a much more positive perception of the WhatsApp application, in comparison with teachers from urban areas.Originality/valueThe results demonstrate the importance of professional capital in monitoring daily routine, communication, and emotions. The findings support the social constructivist approach, holding that technology affords a variety of uses and are integrated into the existing social structure.

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“…In their systematic review of the literature, Vangrieken and colleagues (2015) found that teachers' collaborative networks affect teacher effectiveness and retention, such that teachers with strong networks are more likely to teach effectively and to remain in high-need schools. Through collaborative support networks, teachers can develop social capital, which is related to teacher learning, job satisfaction, and retention (for review, see Demir, 2021). However, the relationship among teacher support networks, Noyce program characteristics, and retention has never been explored within the context of the Noyce program.…”

Section: Introductionmentioning

confidence: 99%

An exploratory study of STEM teachers’ mentorship networks

et al. 2022

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Background The Noyce Scholarship Program was created to attract and retain science, technology, engineering, and mathematics (STEM) teachers in high-need schools. Teacher support networks, and specifically mentorship support, have been linked to increased retention of high-quality teachers in the classroom. Using a sample of Noyce teachers, we used a multilevel model to explore how the characteristics and composition of novice teachers’ support networks are related to the likelihood that they receive mentorship support, and further, how characteristics common among Noyce programs are related to mentorship support. Results Findings suggest that the characteristics and composition of a teacher’s network, as well as certain Noyce program characteristics, contribute to the likelihood that teachers receive mentorship support from their larger support network. Implications The results of this study highlight the importance of considering how the design of teacher preparation programs may contribute to continued mentorship support for early career teachers, and ultimately, their retention in the classroom.

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The role of social capital for teacher professional learning and student achievement: A systematic literature review

Cited by 38 publications

References 302 publications

The Use of Social Capital in Teacher Research: A Necessary Clarification

The Use of Social Capital in Teacher Research: A Necessary Clarification

Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups

An exploratory study of STEM teachers’ mentorship networks

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