Mixed-Methods Perspectives on Social Networks in Education Research
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (31 May 2022) | Viewed by 7275
Special Issue Editor
Interests: employability; informal learning; social learning; human resource development; career development; academic career development; social capital; psychological capital; occupational future time perspective; social network analysis; mixed-methods research
Special Issue Information
Research in education and learning has recently adopted more and more relational and structural perspectives (e.g., Daly, 2010). But the resulting increase in mono-method, quantitative social network analysis has been criticized for bringing a very limited understanding of the nature of such networks (Domínguez & Hollstein, 2014; D. E. Froehlich, Rehm, et al., 2020). Mixed-method approaches to studying educational networks (see D. E. Froehlich, Van Waes, et al., 2020 for a recent review) provide a promising framework for studying relational and structural phenomena in educational research. However, many open questions also exist.
This Special Issue focuses on novel perspectives on social networks in education research through the lens of mixed-methods (Johnson & Onwuegbuzie, 2004), in general, and mixed-method social network analysis (D. E. Froehlich, Rehm, et al., 2020), in particular. The Special Issue invites submissions of reviews, research papers, and methodological discussions useful to advance mixed-methods perspectives on social networks in education research.
Dr. Dominik Froehlich
Guest Editor
Manuscript Submission Information
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Keywords
- social network analysis
- mixed methods
- student networks
- teacher networks
- learning
- education
- instruction
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