ABSTRACT
This chapter primarily examines teaching contexts and represents tests of the theoretical arguments made in stage one, examining whether the interventions had the effects on teachers' network patterns and learning that had been theorized in earlier studies. It examines the strategies, which distill into three core approaches: structural change, network inquiry, and ideological change. The chapter describes the main outcomes of the strategies: teacher agency, instructional capacity, and trust between colleagues. It reviews strategies and outcomes that led us to propose a combined framework, intentional network design, for building teachers' social capital. The chapter demonstrates that intentional network design can transform how teachers see themselves as learners, how they create social capital, and how they develop instructional capacities. Research on teachers' social networks has come a long way since the first stage of studies that simply asked what social networks and social capital look like for teachers.
