Link to Curriculum Vitae


  • Ph.D. – University of Pennsylvania GSE 2008
  • M.S.Ed –University of Pennsylvania GSE 1999
  • B.A. in Cultural Anthropology – University of Pennsylvania 1997


  • Associate Professor of Education
  • Director of the Masters Degrees and Certificate Programs at Arcadia University School of Education

Scholarly Expertise

My research and expertise is primarily in social network theory and teacher professional development. As such, the following are some topics that I can speak in academese about (as well as facilitate workshops on):

  • Teachers’ Social Networks: Online networking and tech, Social Network Theory/Analysis
  • Early Career Teachers: New teacher support, teacher certification exams, mentoring
  • Teacher Quality: Teacher professional development, teacher professional learning communities
  • Urban Education: Youth civic engagement, urban teaching and curriculum

Current and Upcoming Research Projects:

  • Transformative Teachers: Teacher Leadership and Learning in a Connected World –  Building off of my Transformative Teachers blog series, this book will highlight stories of teachers and ally groups that are organizing with each other to transform education from the ground up. The book has a particular focus on the use of connected technologies for grassroots organizing and empowerment.  The book will be published by Harvard Education Press in 2017.
  • Connected Learning Research Project: This research project examines the social capital development and learning outcomes of students in the Connected Learning Certificate program, a graduate-level program at Arcadia University.
  • Youth Civic Dispositions and Educational Spaces Project: I am working with Dr. Sonia Rosen and Dr. Amy Widestrom on this research project, which examines the ways in which educational spaces shape youth civic dispositions, particularly youth with a social justice orientation.

Recent Research Projects:

  •  Practitioner Inquiry in Practice Study. Dr. Leif Gustavson and I are working collaboratively with teachers and administrators in an area school district to investigate the outcomes of k-12 university partnership regarding curriculum development.
  • Teacher Licensure Exams, Race, and Social Networks: Dr. Emery Petchauer and I researched the teacher licensure experience for pre-service teachers. There is a lack of diversity in teachers across the U.S. and these exams frequently act as barriers for prospective teachers of color. We want to understand the test experience in terms of the social context and psychology of race and networks.
  • Networking Practices of Education-related Community Organizing Groups: Dr. Michael Evans and I researched the networking and collaboration practices of community organizing groups that do work on education issues in mid-size cities.

Academic Bio

Dr. Baker-Doyle is an Assistant Professor of Education and the Director of Masters and Certificate Programs at Arcadia University School of Education.  Her research centers on teacher professional development, social network theory, and community engagement, especially in urban schools and communities. She is the author of The Networked Teacher: How New Teachers Build Social Networks for Professional Support, published by Teachers College Press. Dr. Baker-Doyle conducts workshops and academic talks for diverse audiences of teachers and scholars about her research on teachers’ social support networks, and has worked with national organizations such as the National Writing Project and the Children’s Literacy Initiative. At Arcadia, Dr. Baker-Doyle teaches courses in literacy with an emphasis on designing field-based partnerships and learning experiences. Previously, she has taught courses in service-learning and urban education. She has a special interest in the use of online technologies and multi-media to support student learning and community-building.

Selected Publications:

Baker-Doyle, K.J. & Gustavson, L. (2015) Permission-Seeking as an Agentive Tool for Transgressive Teaching: An Ethnographic Study of Teachers Organizing for Curricular Change. Journal of Educational Change. DOI 10.1007/s10833-015-9251-7

Petchauer, E., Baker-Doyle, K.J. Mawhinney, L. & Ciarkowsky, B. (2015). Since Feeling is First: Exploring the Affective Dimension of Teacher Licensure Exams. Multidisciplinary Journal of Educational Research, 5 (2), 167-195.

Baker-Doyle, K.J (2014) Stories in networks and networks in stories: A tri-modal model for mixed-methods social network research on teachers. International Journal of Research and Method in Education. Accessible online April 2014. DOI: 10.1080/1743727X. 2014.911838, 1-11.

Baker-Doyle, K. (2012) Go ask Alice: Uncovering the role of a university partner in an informal science curriculum support network. Journal of International Science Education –Part B: Communication and Public Engagement.

Baker-Doyle, K. (2012) The social networks of new teachers: Locating and building professional support. The New Educator. 8(1) 65-85

Baker-Doyle, K. (2011) The Networked Teacher: How New Teachers Build Social Networks for Professional Support. Teachers College Press. New York, NY.

Baker-Doyle, K. & Yoon, S. A. (2010) Making expertise transparent: Using technology to strengthen social networks in teacher professional development. In Daly, A. J. (Ed) Social Network Theory and Educational Change. Cambridge, MA: Harvard Education Press, pp. 115-127.

Baker-Doyle, K. & Yoon, S.A. (2010) In search of practitioner-based social capital: A social network analysis tool for understanding and facilitating teacher collaboration in a professional development program. Professional Development in Education, 37 (1), 75-95.

Baker-Doyle, K. (2010) Examining teacher recruitment and retention from a Social Network Perspective. Education Policy Analysis Archives, 18.


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