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Principal Instructional Leadership to Transform Elementary Mathematics School-Wide: Why Vision for Teacher Learning Matters

Item

Title
Principal Instructional Leadership to Transform Elementary Mathematics School-Wide: Why Vision for Teacher Learning Matters
Abstract/Description
Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand principal practice for instructional transformation. The framework examines how the principal’s conception of teacher learning shapes practice in relation to particular contexts and support systems. We illustrate the explanatory power of this framework by using it to make sense of one elementary principal’s practice in leading her school for instructional transformation in mathematics. Our analysis contributes to how leadership efforts to transform instruction might be studied and ultimately supported.
Author/creator
Kazemi, Elham
Resnick, Alison Fox
Gibbons, Lynsey K.
Resource type
en Research/Scholarly Media
Resource status/form
en Manuscript
Scholarship genre
en Other
Open access/full-text available
en No
Peer reviewed
en Yes
DOI
10.3102/00028312221130706
URL
Official Publisher's Webpage (SAGE Journals)
Citation
Kazemi, E., Resnick, A. F., & Gibbons, L. (2022). Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching: Why the Principal’s Conception of Teacher Learning Matters. American Educational Research Journal, 59(6), 1051-1089. https://doi.org/10.3102/00028312221130706 (Original work published 2022)
Cited in
Classroom Teaching and Learning as the Focus for Improvement Research
Item sets
Handbook Chapter 7 Citations

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