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.
|Number of pages||44|
|Publication status||Published - 4 Jan 2011|
|Event||24th 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 2011 → 7 Jan 2011
Conference number: 24
|Conference||24th International Congress for School-Effectiveness and School Improvement, ICSEI 2011|
|Abbreviated title||ICSEI 2011|
|Period||4/01/11 → 7/01/11|
|Other||4-7 January 2011|
- Human Capital
- Student Achievement
- Social Network Analysis (SNA)
- Social Capital
- Social Networks
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.