چکیده (انگلیسی):

Using data from a multi-method comparative case study of two matched schools,
this paper adds to the growing body of applications of social network analysis to the
study of distributed leadership and accountability. We contrast two approaches to
instructional leadership, prescriptive and discretionary, to investigate how leaders
design professional networks to increase the availability and access of individuals
with the expertise needed to perform the analysis required to conduct data-driven
instructional improvement. We found that the prescriptive approach to instructional
leadership uses comprehensive school reform as a focal artifact to facilitate the
widespread use of data for learning when compared to a leadership perspective that
aimed at cultivating teacher discretion. We conclude with a discussion of how the
concept of cognitive load helps illustrate the design principles leaders can use to
create data-driven professional networks in schools.