The practices of middle leaders of mathematics: alignment of their goals and activities

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2023-04-09 DOI:10.1080/13632434.2023.2179982

C. Vale, Anne Roche, Jill Cheeseman, A. Gervasoni, Sharyn Livy, A. Downton

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引用次数: 0

Abstract

ABSTRACT Leading school mathematics is a complex task and the responsibilities and activities involved are not always clearly defined. School mathematics leaders (SML) in Australian schools are often expected to lead improvement in mathematics teaching and learning. Previous research typically focuses on the qualities of effective leaders rather than the practices of SMLs. Investigated in this study were the goals and activities of Victorian primary (elementary) and secondary SMLs and the alignment of their goals and activities. The most frequent goals focused on teams developing shared understandings and practices for improving learning and teaching. The activities of SMLs included a diverse range of activities inside and outside the classroom, irrespective of the leaders’ main goal. These findings have implications for the professional learning of SMLs and highlight the importance of leaders being provided with sufficient time to undertake leadership practices that align their leadership activities with their leadership goals.

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数学中层领导的实践:目标和活动的一致性

领导学校数学是一项复杂的任务，所涉及的责任和活动并不总是明确界定。澳大利亚学校的数学领袖(SML)通常被期望领导数学教与学的改进。以往的研究通常侧重于有效领导者的素质，而不是小微领导者的实践。本研究调查了维多利亚州小学和中学小语言学习者的目标和活动，以及他们的目标和活动的一致性。最常见的目标集中在团队开发共享的理解和实践，以改善学习和教学。无论领导者的主要目标如何，中小学生的活动包括课堂内外各种各样的活动。这些发现对中小企业的专业学习具有启示意义，并强调了为领导者提供足够的时间来进行领导实践，使他们的领导活动与他们的领导目标保持一致的重要性。

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.