{'fraction_non_alphanumeric': 0.013145539906103286, 'fraction_numerical': 0.0018779342723004694, 'mean_word_length': 5.580246913580247, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Go Ask Alice: Uncovering the Role of a University Partner in an Informal Science Curriculum Support Network

This article describes a study from the Linking Instructors Networks of Knowledge in Science Education project, which aims to examine the informal science curriculum support networks of teachers in a school–university curriculum reform partnership. We used social network analysis and qualitative methods to reveal characteristics of the informal science curriculum support network reported by a cohort of 13 teachers in an urban district. Access to materials for instruction was found to be a central factor in shaping networking and instructional practices. Alice, a university partner, emerged as a central figure in the network. She helped to distribute valuable resources and support. We describe how Alice's work with the school community fostered her key role in the teachers' networks. The findings have implications for researchers and practitioners for understanding and implementing science curriculum reform and university partnership programs.