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ERIC Number: ED516787
Record Type: Non-Journal
Publication Date: 2010
Pages: 127
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-6964-7
Leadership for School Numeracy: How School Leaders' Knowledge and Attitudes Impact Student Mathematics Achievement
Walker-Glenn, Michelle Lynn
ProQuest LLC, Ph.D. Dissertation, Miami University
Although most high schools espouse school-wide literacy initiatives, few schools place equal emphasis on numeracy, or quantitative literacy. This lack of attention to quantitative skills is ironic in light of documented deficiencies in student mathematics achievement. While significant research exists regarding best practices for mathematics teaching, little research exists around best practices for leadership that supports student mathematics achievement. The purpose of this study was to explore a possible connection between school leaders' mathematics background and student mathematics achievement. Specifically, the study explores the potential importance of principals' attitudes and beliefs about mathematics, as well as knowledge of mathematics, as they impact a principal's ability to lead mathematics reform initiatives (i.e. the National Council of Teachers of Mathematics). The study focuses on students and administrators at secondary schools. The study used mixed methods, employing quantitative research (survey questionnaire, data-base analysis) and qualitative research (interviews). The survey was administered to Ohio principals participating in the High Schools That Work (HSTW) network. Eight survey respondents participated in follow-up interviews focusing on indicators of mathematics program success and mathematics teacher strength, as well as emphasis on numeracy across the curriculum. While the study did not yield significant correlations directly linking a principal's background to student achievement data, interviews conducted in conjunction with the statistical analysis did produce interesting results. Findings include insights into how a principal's mathematical background impacts his/her approach to mathematics program evaluation and mathematics teacher evaluation. Principal interviews offered insights into views on equal access to rigorous mathematics courses, perceptions of emphasis on numeracy, and perspectives on the importance of content knowledge versus interpersonal skills, as critical traits of mathematics teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio