Accountability pressures and the Common Core State Standards for Mathematics have created complex demands for educators, especially early-career teachers (ECTs). Analyzing longitudinal data, including the social networks of 119 ECTs, we find that ECTs increase their ambitious mathematics instruction when their network members positively interpret accountability pressures and curricular standards as manifest in standardized tests and evaluation. This estimated effect is net of an ECT’s rich covariates, including the levels of ambitious mathematics instruction at the beginning of the academic year. It is implied that not all ECTs experience accountability pressures and curricular standards in the same way—their experiences are affected by the immediate networks in which they are embedded. Corresponding guidance for teacher educators and administrators is given.

中文翻译：

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从解释到教学实践：问责压力和共同核心国家标准时代的职业教师早期感悟网络研究

问责压力和通用数学国家标准对教育者，尤其是早期教师（ECT）提出了复杂的要求。通过分析纵向数据，包括119个ECT的社交网络，我们发现，当ECT的网络成员积极地解释标准化测试和评估中体现的问责压力和课程标准时，ECT会增加其雄心勃勃的数学教学。这种估计的影响是ECT丰富的协变量的净值，包括学年开始时雄心勃勃的数学教学水平。暗示并非所有ECT都以相同的方式经历问责制压力和课程标准-它们的体验受嵌入它们的直接网络的影响。