The interplay between teacher knowledge and pedagogical practices in diverse classroom contexts is situated in teachers’ identities as theorizers, interpreters, and critics of their own practice. Understanding how professional learning is mediated in this context is critical to both the construction of new knowledge and the application of knowledge into practice. This study examined how teachers’ social networks contribute to knowledge production and inform professional practice. This research sought to address the gap in the literature concerning professional development experiences in rural schools. Through a combination of qualitative inquiry and social network analysis, the study examined the impact of an innovative professional development model on mediating new learning through social exchanges, encouraging teachers to consider conceptual innovations and integrate them into practice. Analysis revealed that while the innovation aimed to promote collaboration, structural constraints and individual intentions influenced the nature of interactions within the school community, directly affecting the implementation of new instructional practices in classrooms. While teachers tended to form relationships based on expertise and individuals’ positions within the network, there was minimal engagement beyond scheduled professional development activities. Despite challenges in implementation, instances of agentic potential emerged within the school community. This study underscores the complex nature of professional learning, emphasizing the importance of flexible, teacher-centered approaches that acknowledge the multifaceted dimensions of learning and change. By leveraging social networks and cultivating a supportive environment, educators can navigate challenges and enact meaningful educational reforms that empower both individuals and communities within educational settings. This research provides insights into the interconnected dynamics of teacher interactions, professional learning, and organizational change, offering meaningful insights for practice and future research in educational contexts.

The purpose of this quantitative action research study was to evaluate the effectiveness of an organization-wide book study in the K-12 environment. A growing charter school network was working towards an improved organizational culture to meet its mission. This study examined whether an organization-wide book study can make a difference in workplace belongingness, one of the core beliefs of the network. Bloom's Revised Taxonomy shaped the design of three distinct format options for the book study: facilitated, book club, and asynchronous. The study compared participants and non-participants in workplace belonging. Workplace belonging was measured using the Jena and Pradhan Workplace Belongingness Scale. Additionally, the study analyzed how the three different formats are more or less effective according to the Kirkpatrick Four-Level Model of Evaluation. The book study format effectiveness was measured using a modified version of the Lau, Henry, and Ebekozien training survey. Results were mixed. There was no significant difference found in workplace belonging among the three formats, and there was no significant difference found between the control group and experimental group. Significant difference was found in the facilitated format’s overviews and discussions when compared to the asynchronous group. Significant difference was also found in the book club’s discussions when compared to the asynchronous group.