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ERIC Number: ED508504
Record Type: Non-Journal
Publication Date: 2005
Pages: 29
Abstractor: ERIC
Reference Count: 24
Distributed Leadership and the Culture of Schools: Teacher Leaders' Strategies for Gaining Access to Classrooms. Publication Series No.2
Mangin, Melinda M.
Laboratory for Student Success (LSS), The Mid-Atlantic Regional Educational Laboratory
This study examines how 12 teacher leaders from five school districts negotiate access to classrooms and encourage instructional change in light of teacher resistance. Drawing from observations and interviews, the findings indicate that, in order to gain access to teachers, teacher leaders frequently compromise their instructional improvement objectives, limiting their work to instructional assistance and minimizing the amount of change expected of teachers. Further evidence suggests that administrative support for changed teaching practice can help teacher leaders gain access to the classroom and promote instructional improvement. (Contains 1 footnote and 2 tables.)
Laboratory for Student Success (LSS), The Mid-Atlantic Regional Educational Laboratory. Temple University, 1301 Cecil B. Moore Avenue, Philadelphia, PA 19122-6091. Tel: 800-892-5550; Fax: 215-204-5130; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Mid-Atlantic Regional Educational Laboratory, Laboratory for Student Success (ED)