A capital investment: The effects of teacher human and social capital on student achievement in improving schools

A.J. Daly, Alan J. Daly, Nienke Moolenaar, Claudia Der-Martirosian, Esther T. Canrinus, Janet H. Chrispeels

Research output: Contribution to conferencePaperAcademic

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Abstract

s accountability policy presses for higher student achievement, elementary schools across the nation are enacting a host of reform efforts with varied outcomes. Mounting evidence suggests reforms that support greater collaboration among teachers may enhance the intellectual capital available in a school. In this study, we argue that intellectual capital is important in the process of reform and increasing student outcomes. In exploring this idea, we deconstruct intellectual capital into its primary components, human and social capital, and examine their influence on student achievement using social network analysis and hierarchical linear modeling. Our results indicate that teacher human and social capital independently have a significant and positive predictive effect on student achievement. Moreover, both teacher human and social capital together, as core aspects of intellectual capital, has an even stronger effect on student achievement than either human or social capital alone. Implications around research, teacher practice, and policy are discussed.
Original languageEnglish
Pages-
Number of pages44
Publication statusPublished - 4 Jan 2011
Event24th International Congress for School-Effectiveness and School Improvement, ICSEI 2011: Linking research, policy and practice to promote quality in education - Limassol, Cyprus
Duration: 4 Jan 20117 Jan 2011
Conference number: 24
https://www.icsei.net/icsei2011/

Conference

Conference24th International Congress for School-Effectiveness and School Improvement, ICSEI 2011
Abbreviated titleICSEI 2011
CountryCyprus
CityLimassol
Period4/01/117/01/11
Other4-7 January 2011
Internet address

Fingerprint

capital investment
human capital
social capital
teacher
school
student
reform
network analysis
elementary school
social network
responsibility
evidence

Keywords

  • Human Capital
  • Student Achievement
  • Social Network Analysis (SNA)
  • Collaboration
  • Social Capital
  • METIS-279240
  • IR-104320
  • Social Networks

Cite this

Daly, A. J., Daly, A. J., Moolenaar, N., Der-Martirosian, C., Canrinus, E. T., & Chrispeels, J. H. (2011). A capital investment: The effects of teacher human and social capital on student achievement in improving schools. -. Paper presented at 24th International Congress for School-Effectiveness and School Improvement, ICSEI 2011, Limassol, Cyprus.
Daly, A.J. ; Daly, Alan J. ; Moolenaar, Nienke ; Der-Martirosian, Claudia ; Canrinus, Esther T. ; Chrispeels, Janet H. / A capital investment: The effects of teacher human and social capital on student achievement in improving schools. Paper presented at 24th International Congress for School-Effectiveness and School Improvement, ICSEI 2011, Limassol, Cyprus.44 p.
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abstract = "s accountability policy presses for higher student achievement, elementary schools across the nation are enacting a host of reform efforts with varied outcomes. Mounting evidence suggests reforms that support greater collaboration among teachers may enhance the intellectual capital available in a school. In this study, we argue that intellectual capital is important in the process of reform and increasing student outcomes. In exploring this idea, we deconstruct intellectual capital into its primary components, human and social capital, and examine their influence on student achievement using social network analysis and hierarchical linear modeling. Our results indicate that teacher human and social capital independently have a significant and positive predictive effect on student achievement. Moreover, both teacher human and social capital together, as core aspects of intellectual capital, has an even stronger effect on student achievement than either human or social capital alone. Implications around research, teacher practice, and policy are discussed.",
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Daly, AJ, Daly, AJ, Moolenaar, N, Der-Martirosian, C, Canrinus, ET & Chrispeels, JH 2011, 'A capital investment: The effects of teacher human and social capital on student achievement in improving schools' Paper presented at 24th International Congress for School-Effectiveness and School Improvement, ICSEI 2011, Limassol, Cyprus, 4/01/11 - 7/01/11, pp. -.

A capital investment: The effects of teacher human and social capital on student achievement in improving schools. / Daly, A.J.; Daly, Alan J.; Moolenaar, Nienke; Der-Martirosian, Claudia; Canrinus, Esther T.; Chrispeels, Janet H.

2011. - Paper presented at 24th International Congress for School-Effectiveness and School Improvement, ICSEI 2011, Limassol, Cyprus.

Research output: Contribution to conferencePaperAcademic

TY - CONF

T1 - A capital investment: The effects of teacher human and social capital on student achievement in improving schools

AU - Daly, A.J.

AU - Daly, Alan J.

AU - Moolenaar, Nienke

AU - Der-Martirosian, Claudia

AU - Canrinus, Esther T.

AU - Chrispeels, Janet H.

PY - 2011/1/4

Y1 - 2011/1/4

N2 - s accountability policy presses for higher student achievement, elementary schools across the nation are enacting a host of reform efforts with varied outcomes. Mounting evidence suggests reforms that support greater collaboration among teachers may enhance the intellectual capital available in a school. In this study, we argue that intellectual capital is important in the process of reform and increasing student outcomes. In exploring this idea, we deconstruct intellectual capital into its primary components, human and social capital, and examine their influence on student achievement using social network analysis and hierarchical linear modeling. Our results indicate that teacher human and social capital independently have a significant and positive predictive effect on student achievement. Moreover, both teacher human and social capital together, as core aspects of intellectual capital, has an even stronger effect on student achievement than either human or social capital alone. Implications around research, teacher practice, and policy are discussed.

AB - s accountability policy presses for higher student achievement, elementary schools across the nation are enacting a host of reform efforts with varied outcomes. Mounting evidence suggests reforms that support greater collaboration among teachers may enhance the intellectual capital available in a school. In this study, we argue that intellectual capital is important in the process of reform and increasing student outcomes. In exploring this idea, we deconstruct intellectual capital into its primary components, human and social capital, and examine their influence on student achievement using social network analysis and hierarchical linear modeling. Our results indicate that teacher human and social capital independently have a significant and positive predictive effect on student achievement. Moreover, both teacher human and social capital together, as core aspects of intellectual capital, has an even stronger effect on student achievement than either human or social capital alone. Implications around research, teacher practice, and policy are discussed.

KW - Human Capital

KW - Student Achievement

KW - Social Network Analysis (SNA)

KW - Collaboration

KW - Social Capital

KW - METIS-279240

KW - IR-104320

KW - Social Networks

M3 - Paper

SP - -

ER -

Daly AJ, Daly AJ, Moolenaar N, Der-Martirosian C, Canrinus ET, Chrispeels JH. A capital investment: The effects of teacher human and social capital on student achievement in improving schools. 2011. Paper presented at 24th International Congress for School-Effectiveness and School Improvement, ICSEI 2011, Limassol, Cyprus.