Jennifer Watling Neal

Associate Professor Michigan State University

  • East Lansing MI

Jennifer Watling Neal researches how social networks can be leveraged to improve K-12 educational contexts

Contact

Michigan State University

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Biography

I'm an Associate Professor at Michigan State University with interests that span the fields of Developmental Psychology, Social Psychology, Community Psychology, Sociology, and Education. My research focuses on understanding social networks in K-12 educational contexts. I've studied the role of children's peer networks in shaping prosocial and aggressive behaviors and the role of educator networks in facilitating the adoption and use of new programs and practices.

Industry Expertise

Writing and Editing
Education/Learning

Areas of Expertise

Social Development
Dissemination and Implementation
Psychology
K-12 Education
Social Networks
Peer Networks
Schools

Education

University of Illinois

Ph.D.

Community Psychology

2008

University of Illinois

M.A.

Community Psychology

2004

University of Arizona

B.S.

Psychology

2001

Affiliations

  • American Journal of Community Psychology : Editorial Board
  • Social Development : Associate Editor

News

A quarter of adults don't want kids

Yahoo  online

2021-06-16

While having children is often seen as a marker of adulthood, some people just don't want a gaggle of kids running around. And science says they're doing just fine, thank you very much. According to a Michigan State University study released today, a quarter of adults say they don't want children. Researchers say that number is far higher than previous estimates, partly because many previous studies relied on infertility rates to identify child-free populations, thereby leaving out people who simply elected not to reproduce. “Most studies haven't asked the questions necessary to distinguish ‘child-free' individuals—those who choose not to have children—from other types of non-parents,” psychologist Jennifer Walting-Neal said in a release.

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US researchers to study knowledge networks in north-east England

Schools Week  online

2018-09-21

Three US academics will travel thousands of miles across the Atlantic to run a research project in the north-east of England to map how teachers share knowledge. Michigan State University was invited by schools consultancy firm Evidence Based Education, located near Darlington, to replicate studies in the US on the information networks of teachers.

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Peer rejection isn’t the culprit behind school shootings

The Conversation  online

2018-05-24

Whenever a school shooting takes place, the focus often turns to the social life of the shooters, and people conclude that they suffered from some type of peer rejection or victimization.

For example, in the latest school shooting, reports have surfaced that Dimitrios Pagourtzis, the 17-year old school shooter in Santa Fe, Texas, may have experienced a form of peer rejection. Specifically, in the weeks prior to the shooting, one of his victims, Shana Fisher, publicly rejected his romantic advances in front of peers.

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Journal Articles

Multiple Audiences for Encouraging Research Use: Uncovering a Typology of Educators

Educational Administration Quarterly

Jennifer Watling Neal, Kristen Mills, Kathryn McAlindon, Zachary Neal, Jennifer Lawlor

2018-06-26

We apply diffusion of innovations theory to examine two key research questions designed to inform efforts to improve the research–practice gap in education: (1) Are there distinct types of educators that differ in their prioritization of the compatibility, observability, complexity, relative advantage, and trialability of research? and (2) Are educators’ roles or context associated with their categorization in this typology? Research Method: Using semistructured interview data in two Michigan counties from intermediate school district staff (N = 24), district central office staff (N = 18), principals (N = 22), and school building staff (N = 23), we first used directed content analysis to code for mentions of compatibility, observability, complexity, relative advantage, and trialability. Next, using the coded data, we conducted a hierarchical agglomerative cluster analysis and follow-up cross-tabulations to assess whether cluster memberships were associated with educators’ roles or county context. Findings: Educators in our sample could be categorized in one of five clusters distinguished primarily by different patterns of prioritization of the compatibility, observability, and complexity of research. Membership in these clusters did not vary by role but did vary by county, suggesting the importance of context for educators’ perceptions of research. Implications for Research and Practice: These findings suggest that narrowing the research–practice gap in education will require attending to multiple audiences of educators with distinct priorities that guide their perceptions and use of educational research and evidence-based practices.

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Just Google it: Measuring schools’ use of research evidence with internet search results

Evidence & Policy

Zachary Neal, Jennifer Lawlor, Jennifer Watling Neal, Kristen Mills ; Kathryn McAlindon

2018-01-30

Measuring the use of research evidence (URE) by schools has become a central focus of education researchers. However, it has proven challenging due to low response rates, social desirability bias, and costly or time-consuming data collection methods. To overcome these challenges and meet the needs of research focused on URE, this paper introduces a non-reactive archival measure: Archival Search of Use of Research Evidence (ASURE). ASURE counts references to research or evidence on a school’s or school district’s website to capture the extent of its rhetorical use of research evidence. After illustrating the collection of ASURE in all public school districts in Michigan (N = 595), we use data on these districts to show that ASURE is reliable and valid, and thus offers a promising new strategy for measuring URE in schools. We conclude by considering future steps for exploring ASURE, not simply as a measure of URE in schools, but instead as a measurement strategy for assessing URE in a broad range of organisational contexts.

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Making or buying evidence: Using transaction cost economics to understand decision making in public school districts

Evidence & Policy: A Journal of Research, Debate and Practice

Zachary Neal, Jennifer Watling Neal, Kristen Mills, Jennifer Lawlor

2018-10-30

We propose transaction cost economics theory as a tool for exploring when school administrators rely on information from two types of sources: internal sources like their own colleagues, and external sources like researchers and government agencies. The theory’s application is illustrated in a comparative case study of two public school districts in Michigan. Consistent with the theory’s predictions, the smaller, homogeneous, high-performing district used more external sources of information, while the larger, diverse, low-performing district used internal sources of information. We conclude by identifying some strengths and limitations of the theory, which can serve as starting points for debate.

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