Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership

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Title: Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership
Abstract/Description: Designing infrastructures to support instruction remains a challenge in educational reform. This article reports on a study of one school system's efforts to redesign its infrastructure for mathematics instruction by promoting teacher leadership. Using social network and interview data from 12 elementary schools, we explore how the district's infrastructure redesign efforts were internally coherent with and built upon existing infrastructure components. We then explore relations between infrastructure and school practice as captured in the instructional advice- and information-seeking interactions among school staff, finding that teacher leaders emerged as central actors and brokers of advice and information about mathematics within and between schools. Further, changes in school advice and information networks were associated with shifts in teachers' beliefs about and practices in mathematics toward inquiry-oriented approaches consistent with district curriculum. We argue that the district's redesign efforts to support teacher leadership coupled district curriculum and school and classroom practice in mathematics.
Author/creator: Hopkins, Megan; Spillane, James P.; Jakopovic, Paula; Heaton, Ruth M.
Date: 2013
In publication: The Elementary School Journal
Volume: 114
Issue: 2
Pages: 200-224
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Open access/full-text available: en Yes
Peer reviewed: en Yes
ISSN: 0013-5984
DOI: 10.1086/671935
URL: Official Publisher's Webpage (The University of Chicago Press Journals); Full-text PDF Shared by Author (ResearchGate)
Citation: Hopkins, M., Spillane, J. P., Jakopovic, P., & Heaton, R. M. (2013). Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership. The Elementary School Journal, 114(2), 200–224. https://doi.org/10.1086/671935
Cited in: The Institution of Schooling; Critical Social Network Analysis as a Method for Examining How Power Mediates Improvement Efforts

Item sets: Open Access Resource (IRE); Handbook Chapter 4 Citations; Handbook Chapter 17 Citations

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