The four rationales differ along two dimensions: the network's functional role (independent vs. dependent variable) and its ontological stance (active vs. passive)¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reflects on the four rationales along two key dimensions: whether the network functions as an independent or dependent variable, and whether it is viewed as an active or passive entity. → Coppe 2026

Evidence¶

Coppe 2026¶

Coppe, T., Thomas, L., Strijbos, J.-W., & Vanderlinde, R. (2026). The connection between the social network perspective and teacher professional development: A systematic literature review. Educational Research Review. https://doi.org/10.1016/j.edurev.2026.100818

q2 · i? · review · r3

The review's discussion organizes the four rationales using these two dimensions, described as "two key dimensions: the functional role of the network (independent vs. dependent variable) and the ontological stance toward the network (active vs. passive)". The terms are conceptual, not statistical, per the theoretical framework.

"we particularly reflect on the se rationales along two key dimensions: the functional role of the network (independent vs. dependent variable) and the ontological stance toward the network (active vs. passive)"

Discussion¶

Related Claims¶

• The most common rationale treats the teacher network as a source of professional development (32 of 51 studies) — related
• Leveraging pre-existing networks or hubs may support greater potential for long-term sustainability of cross-sector reform — related
• Two further rationales treat the network as purposefully (re)shaped by TPD initiatives or as a latent school capacity (7 studies each) — a narrower finding that bears on this claim