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Ties With Potential: Social Network Structure and Innovative Climate in Dutch Schools


by Nienke M. Moolenaar, Alan J. Daly & Peter J. C. Sleegers - 2011


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Cite This Article as: Teachers College Record Volume 113 Number 9, 2011, p. 1983-2017
https://www.tcrecord.org ID Number: 16180, Date Accessed: 2/23/2020 6:09:45 AM
 
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About the Author
  • Nienke Moolenaar
    University of Twente
    E-mail Author
    NIENKE M. MOOLENAAR is a postdoc researcher at the Department of Educational Organization & Management at the University of Twente, the Netherlands. Her research interests include social capital theory, social network analysis, school leadership, and organizational behavior. During her PhD project, she received various grants and scholarships to present her work at international conferences. As a visiting scholar, she attended the University of California, San Diego for six months before finishing her PhD project in 2009.
  • Alan Daly
    University of California, San Diego
    E-mail Author
    ALAN J. DALY is an assistant professor of education studies at the University of California, San Diego. His research interests include leadership, educational policy and reform, and social network theory. Recent journal publications include: “A Bridge Between Two Worlds: Understanding Leadership Network Structure to Understand Change Strategy” (2009, Journal of Educational Change) and “The Ebb and Flow of Social Network Ties between District Leaders Under High Stakes Accountability” (in press, American Educational Research Journal). In addition, he has a book on social networks entitled Ties of Change: Social Network Theory and Application in Education, due out in fall 2010.
  • Peter Sleegers
    University of Twente
    PETER J. C. SLEEGERS is professor of educational sciences at the University of Twente, the Netherlands. Prof. Sleegers has published extensively on leadership, innovation, and educational policy in more than 40 refereed journal articles and several edited books. Current research projects are studies into the effects of educational leadership on student motivation for school, longitudinal research on sustainability of reforms, and design studies on professional learning communities.
 
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