物理学系在线学习社区中的紧密性预测对自我效能感和教学的影响
Closeness in a physics faculty online learning community predicts impacts in self-efficacy and teaching
AI总结：
本研究分析物理学系在线学习社区调查结果，通过社会网络分析和主成分分析发现紧密性是关键中心性指标，参与者的自我效能感等因素可预测紧密性，结果为专业发展社区设计提供参考。
摘要：
基于社区的专业发展举措已被证明能支持物理学系教师采用基于研究的教学策略。为更好理解这些举措的成功机制，我们分析了针对某教师在线学习社区的两项调查结果，该社区教授专为职前小学教师设计的通用物理课程。我们使用社会网络分析来呈现教师网络，并将成员的中心性（一系列衡量个体在网络中突出程度的指标）与他们报告的社区体验进行比较。我们对不同中心性指标进行主成分分析，结果表明紧密性（衡量个体与网络中其他所有人连接紧密程度的指标）是最适合我们网络的中心性指标。然后，我们根据贝叶斯因子比较回归模型，以找出参与者的紧密性与其调查反馈之间的关系。我们发现，参与者的自我效能感、教学改进感以及从社区中获益的感觉，是他们与其他参与者紧密性的预测因素，进而也是他们在社区中参与广度和深度的预测因素。我们的结果与其他强调教师间互动是专业发展举措成功关键因素的研究一致，也可能对类似社区的设计者有用，帮助他们决定如何分配时间和资源以实现特定目标。
英文摘要：
Community-based professional development initiatives have been shown to support physics faculty in their adoption of research-based instructional strategies. Hoping to better understand these initiatives' mechanisms of success, we analyze the results of two surveys administered to a faculty online learning community teaching a common physics curriculum designed primarily for pre-service elementary teachers. We use social network analysis to represent the faculty network and compare members' centrality, a family of measures that capture the prominence of individuals within a network, to their reported experience in the community. We use a principal component analysis of different centrality measures to show that closeness, a measure of how closely connected a person is with every other person in their network, is the most appropriate centrality measure for our network. We then compare regression models according to Bayes factors to find relationships between participants' closeness and their survey responses. We find that participants' self-efficacy, as well as their sense of improvement to their teaching and sense of benefitting from the community, are predictors of their closeness with other participants and thus their breadth and depth of participation in the community. Our results are consistent with other studies that have highlighted interactions among faculty as key components of successful professional development initiatives. They may also be useful for designers of similar communities as they decide how to prioritize time and resources to meet specific goals.
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