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Volume 122, Number 6, 2020

Featured Articles
by Christine Greenhow, Sarah Galvin, Diana Brandon & Emilia Askari
The increasingly widespread use of social media to expand one’s social connections is a relatively new but important phenomenon that has implications for teaching, learning, and teachers’ professional knowledge and development in the 21st century. Through a systematic review of more than a decade of educational research from around the world, we present needed insights into the state of the field in teachers’ use of social media across various platforms for their teaching in K–12 education and for their own professional learning.

by Jonathan Supovitz, Christian Kolouch & Alan Daly
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.

by Sihua Hu, Kaitlin Torphy, Kim Evert & John Lane
This article conceptualizes teachers’ modes of assessing instructional resources within virtual resource pools as curations of curriculum materials to manage particular teaching problems. Using a single case approach, we delineated a mathematics teacher’s planning and enactment of a Teachers Pay Teachers resource for a three-day lesson series, and we examined how perceptions of teaching problems and curation of materials can culminate in a teacher’s actual practices and impact student learning in the classroom.

by Martin Rehm, Frank Cornelissen, Ad Notten & Alan Daly
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.

by Kaitlin Torphy, Diana Brandon, Alan Daly, Kenneth Frank, Christine Greenhow, Sihua Hu & Martin Rehm
This introduction includes an overview of social media research across fields and its role within education at present and for the future.

by Yuqing Liu, Kaitlin Torphy, Sihua Hu, Jiliang Tang & Zixi Chen
Teachers’ online resource-seeking behavior is influenced by their school colleagues’ online resource curation activities, as collegial connections extend from the schoolhouse to online spaces. Interesting findings show complexities regarding the network influences of three different types social capital: strong ties, “str-eak” ties, and weak ties. Teachers experience the strongest influence from their unassociated school colleagues, indicating that contextual relevance matters in seeking new resources online.

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