But are they good teachers? examining who takes up teacher leadership and how their instruction differs from their peers

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-08-08 DOI:10.1080/13632434.2022.2111413

Peter D. Wiens, Jori S. Beck

引用次数: 1

Abstract

ABSTRACT Teacher leaders function in many roles in supporting school success including instructional leadership and supporting colleagues. This study draws upon the Status of the Social Studies Survey (Fitchett, P. G., and P. J. Vanfossen. 2013. ‘Survey on the Status of Social Studies: Development and Analysis.’ Social Studies Research and Practice 8 (1): 1–23.) to examine the responses of 6,702 US-based middle and high school social studies teachers to understand the antecedents of teacher leadership and the instructional practices of these individuals compared to their peers. Survey responses indicate that the vast majority of social studies teachers report participating in some aspect of teacher leadership. Teacher leaders tend to be less experienced and have less educational attainment while employing more research-based instructional techniques.

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但是他们是好老师吗?检查谁担任教师领导，以及他们的教学与同龄人有何不同

教师领导在支持学校成功方面发挥着多种作用，包括教学领导和支持同事。本研究借鉴了《社会研究调查现状》(Fitchett, p.g.， and p.j. Vanfossen. 2013)。社会学现状调查:发展与分析。《社会研究研究与实践》8(1):1 - 23.)调查了6702名美国初中和高中社会研究教师的回答，以了解教师领导的前因，以及这些人与同龄人相比的教学实践。调查结果表明，绝大多数社会研究教师报告参与了教师领导的某些方面。教师领导往往缺乏经验，教育程度较低，而更多地采用基于研究的教学技术。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.