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ERIC Number: ED475870
Record Type: RIE
Publication Date: 2003-Mar
Pages: 21
Abstractor: N/A
The Principal as Instructional Leader: A Position for Enhancing Mathematics Learning in Rural Schools. Working Paper.
Glascock, Catherine H.
This position paper examines the important role of the principal in instruction, the importance of community to learning in rural settings, and a model of learning that engages the child and teacher in an experiential mathematical mode. The principal's influence on student achievement is indirect and proceeds from the principal's roles as resource provider, as curriculum and instructional initiator and supporter, and as a catalyst in the political arena for expanding opportunities to explore different methods of learning. In rural schools, the principal can link a generic curriculum to the local community's values and concerns. When a school privileges the concerns of its community in the way it operates and in its curriculum, local people recognize the school as an institution belonging to and serving the community. Such connections contrast with the nationalization of curricula and practices, enforced by high-stakes testing, which, in poor rural schools, often leads to unimaginative, repetitive instruction. In the context of rural mathematics instruction, principal-teacher partnerships can seek resources and develop approaches to contextualize mathematics teaching and learning to the rural context. Expeditionary learning helps teachers create an intellectually challenging, integrated curriculum that allows students to study a topic in depth, forge connections with and be of use to their community, and collaborate to transform themselves into a learning community. Strategies by which principals can support such approaches to rural mathematics teaching and learning are outlined, and potential related research questions are listed. (SV)
For full text:
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics.
Grant or Contract Numbers: N/A