Education Research Data Sharing Initiative

This study is maintained and distributed by The Education Research Data Sharing Initiative: an AERA-ICPSR Partnership, a project funded by the National Science Foundation (NSF).

RETA: Chicago School Staff Social Network Questionnaire Qualitative Interviews, 2006 (ICPSR 33582) RSS

Alternate Title:  SSSNQ 2006

Principal Investigator(s):

Summary:

The Chicago School Staff Social Network Questionnaire Qualitative Interviews, 2006, is a part of the RETA: Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice study. The goal of RETA was to design and validate a series of research instruments to identify leadership for mathematics instruction in middle schools and for documenting instructional leadership practice. Adopting a distributed perspective on leadership, this work focused on both formally designated and informal leaders and their leadership routines. The objective was to develop valid and reliable instruments that make the day-to-day practice of school leadership for mathematics instruction more transparent, as well as measure changes in this practice over time. This project utilized Social Network Surveys, Experience Sampling Methods (ESM), and Daily Practice Logs. To validate these instruments, a combination of shadowing, end of day cognitive interviews, and semi-structured interviews was used. These instruments were used to describe and analyze when and how teachers and other educators solicit or provide instructional advice and the degree to which these resources influence their work.

In order to validate the survey, qualitative interviews were conducted with a subset of teachers at 6 of these 22 schools in early Spring 2006. A purposeful sample of schools was selected to maximize variation so that the sample included two public schools (an elementary and a middle school), two Catholic schools, and two charter schools. The interviewees were selected based on an analysis of the SSSNQ data. Using a purposeful sampling strategy, the following were selected in each school: formal leaders (i.e., Principal, Assistant Principal, Math Specialist, Literacy Specialist), informal leaders (i.e., two teachers who were not formally designated leaders but had more people go to them for math advice relative to other people in their school), and followers (i.e., two to four teachers who were not formal or informal leaders). Interviews with 49 staff members focused mainly on their advice-seeking practices around mathematics instruction. Using a semi-structured protocol, researchers asked interviewees about their advice or knowledge seeking related to mathematics instruction and their views of leadership and change efforts underway at the school.

Series: RETA Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice Series

Access Notes

  • One or more files in this study are not available for download due to special restrictions ; consult the restrictions note to learn more. You can apply online for access to the data. A login is required to apply for access. (How to apply.)

    This data collection may not be used for any purpose other than statistical reporting and analysis. Use of these data to learn the identity of any person or establishment is prohibited. Data must not be linked to the schools.

    Restricted Use Files: To protect respondent privacy, the data are restricted from general dissemination. Users interested in obtaining these data must complete an Agreement for the Use of Confidential Data, specify the reasons for the request, and obtain IRB approval or notice of exemption for their research. Apply for access to these data through the ICPSR restricted data contract portal, which can be accessed via the study home page.

Dataset(s)

DS1:  Chicago Qualitative Interview Data - School C Teacher AB
DS2:  Chicago Qualitative Interview Data - School C Teacher AE
DS3:  Chicago Qualitative Interview Data - School C Teacher AG
DS4:  Chicago Qualitative Interview Data - School C Teacher AI
DS5:  Chicago Qualitative Interview Data - School C Teacher AJ
DS6:  Chicago Qualitative Interview Data - School C Teacher AM
DS7:  Chicago Qualitative Interview Data - School C Teacher AP
DS8:  Chicago Qualitative Interview Data - School C Teacher AR
DS9:  Chicago Qualitative Interview Data - School C Teacher AV
DS10:  Chicago Qualitative Interview Data - School C Teacher AZ
DS11:  Chicago Qualitative Interview Data - School D Teacher AA
DS12:  Chicago Qualitative Interview Data - School D Teacher AH
DS13:  Chicago Qualitative Interview Data - School D Teacher AN
DS14:  Chicago Qualitative Interview Data - School D Teacher AQ
DS15:  Chicago Qualitative Interview Data - School D Teacher AR
DS16:  Chicago Qualitative Interview Data - School D Teacher AS
DS17:  Chicago Qualitative Interview Data - School D Teacher AU
DS18:  Chicago Qualitative Interview Data - School G Teacher AC
DS19:  Chicago Qualitative Interview Data - School G Teacher AE
DS20:  Chicago Qualitative Interview Data - School G Teacher AF
DS21:  Chicago Qualitative Interview Data - School G Teacher AH
DS22:  Chicago Qualitative Interview Data - School G Teacher AJ
DS23:  Chicago Qualitative Interview Data - School G Teacher AK
DS24:  Chicago Qualitative Interview Data - School G Teacher AP
DS25:  Chicago Qualitative Interview Data - School H Teacher AA
DS26:  Chicago Qualitative Interview Data - School H Teacher AD
DS27:  Chicago Qualitative Interview Data - School H Teacher AF
DS28:  Chicago Qualitative Interview Data - School H Teacher AH
DS29:  Chicago Qualitative Interview Data - School H Teacher AK
DS30:  Chicago Qualitative Interview Data - School H Teacher AM
DS31:  Chicago Qualitative Interview Data - School H Teacher AN
DS32:  Chicago Qualitative Interview Data - School H Teacher AP
DS33:  Chicago Qualitative Interview Data - School I Teacher AB
DS34:  Chicago Qualitative Interview Data - School I Teacher AD
DS35:  Chicago Qualitative Interview Data - School I Teacher AE
DS36:  Chicago Qualitative Interview Data - School I Teacher AF
DS37:  Chicago Qualitative Interview Data - School I Teacher AH
DS38:  Chicago Qualitative Interview Data - School I Teacher AK
DS39:  Chicago Qualitative Interview Data - School I Teacher AM
DS40:  Chicago Qualitative Interview Data - School I Teacher AN
DS41:  Chicago Qualitative Interview Data - School I Teacher AP
DS42:  Chicago Qualitative Interview Data - School K Teacher AA
DS43:  Chicago Qualitative Interview Data - School K Teacher AF
DS44:  Chicago Qualitative Interview Data - School K Teacher AL
DS45:  Chicago Qualitative Interview Data - School K Teacher AO
DS46:  Chicago Qualitative Interview Data - School K Teacher AU
DS47:  Chicago Qualitative Interview Data - School K Teacher AV
DS48:  Chicago Qualitative Interview Data - School K Teacher AW
DS49:  Chicago Qualitative Interview Data - School K Teacher BH

Study Description

Citation

Spillane, James, Penelope Peterson, Miriam Sherin, Stephen Fisher, and Spyridon Konstantopoulos. RETA: Chicago School Staff Social Network Questionnaire Qualitative Interviews, 2006. ICPSR33582-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2012-08-31. http://doi.org/10.3886/ICPSR33582.v1

Persistent URL:

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Funding

This study was funded by:

  • National Science Foundation (NSF#412510)

Scope of Study

Subject Terms:   leadership, mathematics, middle schools, teachers

Smallest Geographic Unit:   city

Geographic Coverage:   Chicago, Illinois, United States

Time Period:  

  • 2006

Unit of Observation:   individual

Universe:   School teachers and leaders in one large urban midwestern school district who participated in the Chicago School Staff Social Network Questionnaire Longitudinal Study, 2005-2006 (ICPSR 32921).

Data Types:   survey data

Data Collection Notes:

The pseudonyms (two-letter codes) for interview participants used in this study can be linked to the variable "pseudoname" from the Chicago School Staff Social Network Questionnaire Longitudinal Study, 2005-2008 (ICPSR 32921).

Methodology

Study Purpose:  

The program of research and development addresses three main goals:

  • To describe and analyze content leadership practices for middle school mathematics instruction and generate empirical evidence concerning which of these practices enables improvement in mathematics teaching and learning.
  • To describe the dimensions of knowledge for content leadership in mathematics at the middle school level and design, pilot, and validate these instruments for measuring content leadership knowledge.
  • To generate more robust empirical evidence about whether and how content leadership knowledge can be learned through both formal learning opportunities (e.g., MSPs, Institute Partnerships) and informal on-the-job learning.

Sample:   A purposeful sample of schools was selected from the Chicago School Staff Social Network Questionnaire, 2005-2006 to maximize variation so that the sample included two public schools (an elementary and a middle school), two Catholic schools, and two charter schools. Interviewees were selected based on the analysis of the SSSNQ data. Using a purposeful sampling strategy the following were selected in each school: formal leaders (i.e., Principal, Assistant Principal, Math Specialist, Literacy Specialist), informal leaders (i.e., two teachers who were not formally designated leaders but had more people go to them for math advice relative to other people in their school), and followers (i.e., two to four teachers who were not formal or informal leaders). Forty-nine staff members were interviewed across the six schools.

Mode of Data Collection:   face-to-face interview

Extent of Processing:  ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:

  • Performed recodes and/or calculated derived variables.

Version(s)

Original ICPSR Release:  

Version History:

  • 2013-01-11 Document covers have been updated.
  • 2012-12-21 Document covers have been updated.
  • 2012-09-06 Public documentation was added.

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