How Do US Teachers Align Instructional Resources to The Common Core State Standards: A Case of Pinterest

Social media has become an emergent phenomenon in education in US. Yet, there is a void in our understanding and research on teachers' professional behaviour within virtual spaces. This paper examines a sample of early career teachers' curation of curriculum materials within Pinterest in the context of a national education policy reform---the adoption of the Common Core State Standards. By aligning the content of the resources that teachers actively seek out online to the Common Core State Standards, we provide an account of the instructional resources accessed and shared as teachers make sense and respond to the policy implementation. Furthermore, by leveraging a novel network approach---Epistemic Network Analysis, we provide a visualization of teachers' conceptualization of varying content and how they relate instruction across content within their curriculum curation. Finally, by comparing networks of teachers from different states, we find evidence of differences in teachers' behaviour patterns as they respond to policy change.