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Using a cluster-randomized trial comparing a fidelity-focused literacy intervention with a structured adaptive approach, the study finds adaptive implementation increased teachers’ access to intervention-related social capital in the short term while reducing access to unrelated capital. Effects vary by participants’ role, and one-year follow-up shows no group differences in social capital measures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/experimental-effects-of-program-management-approach-on-teachers-professional-ties-and-social-capital/602576/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/experimental-effects-of-program-management-approach-on-teachers-professional-ties-and-social-capital/602576.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of this study?","Question",{"text":112,"@type":113},"The study investigates how program management approaches affect teachers’ professional ties and the social capital those ties enable.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the two program management approaches differ?",{"text":117,"@type":113},"The comparison is between a fidelity-focused approach, expecting faithful implementation of researcher-designed procedures, and a structured adaptive approach, where teachers collaboratively plan formal program adaptations.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the outcomes in the short term and after one year?",{"text":121,"@type":113},"In the short term, the adaptive approach increased teachers’ access to intervention-related social capital but decreased access to social capital unrelated to the intervention. 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[http://eepa.aera.net](http://eepa.aera.net)  \nExperimental Effects of Program Management Approach on Teachers’ Professional Ties and Social Capital  \nDavid M. Quinn  \nUniversity of Southern California  \nJames S. Kim  \nHarvard Graduate School of Education  \nTheory and empirical work suggest that teachers’social capital influences school improvement efforts.  \nSocial ties are prerequisite for social capital, yet little causal evidence exists on how malleable factors, such as instructional management approaches, affect teachers’ ties. In this cluster-randomized trial, we apply a decision-making perspective to compare a literacy intervention managed under a “fidelity-focused” approach, in which teachers were expected to implement researcherdesigned procedures faithfully, versus a “structured adaptive” approach, in which teachers collaboratively planned program adaptations. In the short term, the adaptive approach increased teachers’accessing of intervention-related social capital, but decreased their accessing of social capital unrelated to the intervention. Short-term effects varied based on participants’ role in the intervention. No group differences were found on social capital measures one year later, suggesting that the structured adaptive approach did not make teachers more likely to form ties that would be useful outside of the intervention.  \nKeywords: social capital, social network analysis, teacher networks, fidelity of implementation, adaptive implementation, cluster-randomized trial  \nIn a growing body of literature, education researchers are applying social network theory to study teacher learning and school improvement (Spillane, Hopkins, & Sweet, 2014) . Theory and empirical research suggest that teachers’ professional ties, and the social capital that such ties enable, influence teachers’ learning, instructional improvement, and the success with which reforms take hold in schools (e.g., Atteberry & Bryk, 2010; Bryk & Schneider, 2002) . While social capital can take on a variety of forms, the term generally refers to the potential for individuals to “secure benefits by virtue of membership in social networks or other social structures” (Portes, 1998, p. 6) . Such benefits may come through the flow of information or material resources, obligations and expectations, trust, or norms and sanctions. In education,  \nresearchers have shown the importance of teachers’ social capital for numerous outcomes, including the success of instructional reform efforts (Bryk & Schneider, 2002; Coburn, Russell, Kaufman, & Stein, 2012; Daly, Moolenaar, Bolivar, & Burke, 2010; Frank, Zhao, & Borman, 2004), the content and extent of teachers’ learning and instructional improvement (Atteberry & Bryk, 2010; Coburn & Russell, 2008; Parise & Spillane, 2010), the diffusion of instructional innovations and best practices (Frank et al., 2004; Sun, Penuel, Frank, Gallagher, & Youngs, 2013; Sun, Wilhelm, Larson, & Frank, 2014), and teacher satisfaction and retention (Johnson, 2004) .  \nGiven the importance of ties and their implications for school improvement, theory and practice would be advanced by research into the  \nQuinn and Kim  \norganizational and instructional management factors that decision-makers can manipulate to effectively shape tie formation and social capital exchange within schools—factors such as the level of autonomy given to teachers, collaborative work structures, and the type of professional development (PD) offered. Such research could help school and district leaders predict the ways in which interventions and organizational restructuring efforts that manipulate these malleable factors might affect professional networks. This would enable administrators to influence tie formation and leverage social capital in support of school-wide instructional improvement. However, little is known about the ways","cbCaikeLQlyc0C1Q","https://ap.wps.com/l/cbCaikeLQlyc0C1Q","pdf",844087,23,"English","# Introduction\n## Social capital and teacher professional ties\n## Rationale for comparing program management approaches\n# Study Design\n## Cluster-randomized trial of READS\n## Fidelity-focused vs structured adaptive management\n# Findings and Implications\n## Short-term effects on intervention-related ties\n## One-year follow-up results","[{\"question\":\"What is the main focus of this study?\",\"answer\":\"The study investigates how program management approaches affect teachers’ professional ties and the social capital those ties enable.\"},{\"question\":\"How do the two program management approaches differ?\",\"answer\":\"The comparison is between a fidelity-focused approach, expecting faithful implementation of researcher-designed procedures, and a structured adaptive approach, where teachers collaboratively plan formal program adaptations.\"},{\"question\":\"What were the outcomes in the short term and after one year?\",\"answer\":\"In the short term, the adaptive approach increased teachers’ access to intervention-related social capital but decreased access to social capital unrelated to the intervention. One year later, no group differences were found on social capital measures.\"}]","Experimental Effects of Program Management Approach on Teachers’ Professional Ties and Social Capital | PDF",1792094911,58]