A Study of Networks Among Professional Staffs in Secondary Schools

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Abstract
What is the network of interactions among the staff of secondary schools and how does that network affect the curriculum? Field methods were used to answer these questions in two large comprehensive secondary schools in a metropolitan area. The term "network" was divided into parts: the first a field, denoting the ego-centered set of relations around an individual or group; the second, a network, or the sum of all the interactions of a certain kind in a certain place. The concluding model drawn from the description contains three parts. The first part is a teacher's individual and ego- centered field from which he orshe constructs an approach to students and teaching; the second is a set of relationships between the teacher and some particular students who respond to and justify that teacher's approach; and the third is the network or sum of all these fragmented approaches to teaching and students. The curriculum of a school is composed of the sum of all these disparate fields of individual teachers. Implications of a fragmented and personalized curriculum are examined by the author.

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