Abstract
During the past seven years, several important studies of social networks have been added to the educational research literature (Sarason & Lorentz, 1979; Litwak & Meyer, 1974; and Gittel'l, 1979). The term has also become popular as a strategy for promoting educational change. In the more general interdisciplinary research area of systems, the sub-topic of social network analysis or structural analysis research is presently characterized by sophisticated quantitative methodological analyses and serious debates designed to clarify terms and theoretical concepts. Some scholars now refer to systematic social network analysis as an emergent paradigm (Holland & Leinhardt, 1979). Whether or not one is willing to agree with that assessment, it is clear that social network analysis is an important area of contemporary scholarship. 1
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