小学数学教学全校转型的校长领导:为什么校长的教师学习观很重要

IF 3.5 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

American Educational Research Journal Pub Date : 2022-11-02 DOI:10.3102/00028312221130706

E. Kazemi, A. Resnick, Lynsey Gibbons

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引用次数: 4

摘要

支持教师为课堂学习环境的规范变化而学习，对校长领导提出了重大要求。我们提供了一个分析框架，旨在理解教学转型的主要实践。该框架考察了校长关于教师学习的概念如何在特定背景和支持系统中塑造实践。为了说明这个框架的解释力，我们用它来解释一位小学校长领导她的学校进行数学教学改革的实践。我们的分析有助于如何研究和最终支持领导转变教学的努力。

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Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching: Why the Principal’s Conception of Teacher Learning Matters

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.

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来源期刊

American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.70

自引率

0.00%

发文量

期刊介绍： The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.