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Daly, Alan J. University of California San Diego E-Mail authorALAN J. DALY, Ph.D., is a professor in the Department of Education Studies at the University of California, San Diego. He specializes in social network analysis and educational change processes. He has multiple publications and several books on the topic, including one published by Harvard Education Press entitled, Social Network Theory and Educational Change. Professor Daly is also a Fulbright Global Scholar, having spent time in New Zealand and South Africa. Kaitlin T. Torphy, Diana L. Brandon, Alan J. Daly, Christine Greenhow, Kenneth A. Frank, Sihua Hu & Martin Rehm - 2020 What do surveillance capitalism, cognitive empathy, digital democratization, education, and social media have in common? Data. Jonathan Supovitz, Christian Kolouch & Alan J. Daly - 2020 This study examined the vociferous Twitter debate surrounding the Common Core State Standards during the height of state adoption in 2014 and 2015. By combining social network analysis and natural language processing techniques, we first identified the organically forming and distinct factions and then captured the collective psychological sentiments of each faction. We found different psychological characteristics across the factions, indicating the different mindsets of each. Martin Rehm, Frank Cornelissen, Ad Notten & Alan J. Daly - 2020 Departing from social capital theory, we use social network analyses to analyze six (international) Twitter conversations, investigating whether participation in these conversations contributed to participants’ social capital. Our results suggest that individuals shared information, got connected, and acquired social capital. Building on previous research, we propose an adjusted social brokerage index, which provides a more fine-tuned measure to distinguish between active and passive brokerage positions. Alan J. Daly, Jonathan Supovitz & Miguel Del Fresno - 2019 This piece reflects on the results and implications of our recent social media study that examined the Common Core through Twitter activity over a 2-year period. During this study, we examined the high-level social side of social media (Twitter) in an effort to analyze, visualize, and make sense of the often hidden world of online interactions that influence educational policy. Alan J. Daly, Yi-Hwa Liou, Miguel Del Fresno, Martin Rehm & Peter Bjorklund Jr. - 2019 In this chapter, we argue for the importance of understanding the intersection between leadership and social networks and present some early data from social media space to support the importance of examining these topics. Kenneth A. Frank, Diana L. Brandon, Alan J. Daly, Christine Greenhow, Sihua Hu, Martin Rehm & Kaitlin T. Torphy - 2019 This introduction includes background, past and present boundaries to be crossed and a description of the organizers and our purpose. It elicits participation form the reader and the field in general (#cloud2class). Nienke M. Moolenaar, Claudia Der-Martirosian, Yi-Hwa Liou & Alan J. Daly - 2014 In this study we use a human and social capital framework to explore the relationship between teachers’ social interactions and student achievement on an interim benchmark assessment. We test our hypothesis about the effects of human and social capital on student achievement using social network analysis and hierarchical linear modeling. Alan J. Daly - 2012 This article offers that many data use studies suggest that the interpretation and use of data take place both within and between individuals who, through social interaction, are both co-constructing and making sense of data and their use. Given the increasing important role of social relationships in data use studies, better theorizing and deeper understanding regarding the dynamics of social influence and processes on the interpretation and use of data are needed. Social network theory and analysis offers a useful conceptual framework and accompanying methods for describing and analyzing the structure of a social system in an effort to understand how social relationships support and constrain the interpretation and use of data in educational improvement. Nienke M. Moolenaar, Alan J. Daly & Peter J. C. Sleegers - 2011 This study examines the influence of teachers’ social network structure on their school’s innovative climate. Findings from an empirical study in 53 Dutch elementary schools suggest that the density of teacher networks is positively related to schools’ innovative climates. Moreover, this relationship could be partially explained by increased shared decision-making across the school. Alan J. Daly - 2006 Jordi Díaz-Gibson, Peter Miller & Alan J. Daly - 2017 Ferran Adria is widely recognized as one of the best chefs in the world. As education scholars, the authors of this commentary have developed an ongoing collaborative research relationship that has drawn considerably from Adria’s approach. They suggest that this emergent Adria-inspired way of collaboration contributes to understanding international collaboration and can significantly inform other education researchers who similarly seek substantive impact in their fluid and complex settings.
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