Harvard Educational Review
  1. Fall 2016 Issue »

    Social Red Bull

    Exploring Energy Relationships in a School District Leadership Team

    ALAN J. DALY, YI-HWA LIOU, AND CHRIS BROWN
    In this article, Alan J. Daly, Yi-Hwa Liou, and Chris Brown explore the idea of positive affective arousal through “energy exchange relationships” within a district leadership team. Education leaders have long been expected to be not only effective leaders but also motivators who can move change efforts forward. Although there has been attention paid to the role of effective leaders, much less work has contributed to the affective relations among education leaders. “Energizers” in social systems have been associated with positive individual and organizational outcomes but are rarely studied in education. Drawing on theories of social networks and using multilevel network modeling, the authors find evidence to suggest that job satisfaction and innovative climate help explain the likelihood of sending and receiving energy relationship nominations. Further, leader efficacy and similarity in work level and gender help explain the likelihood of forming energy relationships.

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    Alan J. Daly is chair and professor in the Department of Education Studies at the University of California, San Diego. He is also the founding executive editor of the new Sage journal Educational Neuroscience. Daly’s research and teaching are influenced by his sixteen years of public school experience in a variety of instructional and leadership roles. His research primarily focuses on the role of leadership, educational policy, and organization structures and the relationship between those elements on the educational attainment of traditionally marginalized student populations. In his work he draws on his theoretical and methodological expertise in social network theory and analysis. Daly has multiple publications and a book on the topic, Social Network Theory and Educational Change (Harvard Education Press, 2010). He also coauthored (with Kara Finnigan) two books: Using Research Evidence in Schools (Springer, 2014) and Thinking and Acting Systemically: Improving School Districts Under Pressure (American Educational Research Association, 2016).

    Yi-Hwa Liou is an assistant professor in the Department of Educational Management at the National Taipei University of Education. Her work has primarily focused on bringing the social network research method to the world of organizational dynamics and learning, leadership and development, and data-informed decisions to understand several complex areas of organization-level research. Liou has published her work in various peer-reviewed journals, including the Educational Administration Quarterly, Journal of School Leadership, American Journal of Education, Teachers and Teaching: Theory and Practice, Educational Assessment, Evaluation and Accountability, and Teachers College Record. She is currently conducting a longitudinal study of social network change in a school district leadership team and its alignment effort around improvement. 

    Chris Brown is a senior lecturer in the Department for Learning and Leadership at the Institute of Education, University College London. With a long-standing interest in how research evidence can aid education policy and practice, Brown has written four books, including Leading the Use of Research and Evidence in Schools (IOE Press, 2015), and a significant number of papers and has presented and keynoted on the subject at international conferences in Europe, North America, and Southeast Asia. He has extensive experience leading a range of funded projects, many of which seek to help teachers and school leaders engage in and scale up research-informed practice. In 2014 he was awarded a grant by the Education Endowment Foundation to work with more than one hundred primary schools in England to increase their use of research. Brown was awarded the American Educational Research Association’s Emerging Scholar award in 2015 and its Excellence in Research to Practice award in 2016. 
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    Fall 2016 Issue

    Abstracts

    Restorying the Self
    Bending Toward Textual Justice
    EBONY ELIZABETH THOMAS AND AMY STORNAIUOLO
    The Double Bind for Women
    Exploring the Gendered Nature of Turnaround Leadership in a Principal Preparation Program
    JENNIE MILES WEINER AND LAURA J. BURTON
    Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning
    Toward an Inclusive Pedagogy That Accounts for Dis/Ability
    FEDERICO R. WAITOLLER AND KATHLEEN A. KING THORIUS
    After the Gold Rush
    Questioning the “Gold Standard” and Reappraising the Status of Experiment and Randomized Controlled Trials in Education
    GARY THOMAS
    Social Red Bull
    Exploring Energy Relationships in a School District Leadership Team
    ALAN J. DALY, YI-HWA LIOU, AND CHRIS BROWN
    Editor's Review
    REBECCA BLAZAR LEBOWITZ

    Book Notes

    Tell Me So I Can Hear You
    Eleanor Drago-Severson and Jessica Blum-DeStefano

    Miseducation
    By A. J. Angulo