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ERIC Number: EJ1015542
Record Type: Journal
Publication Date: 2013-Dec
Pages: 25
Abstractor: As Provided
Reference Count: 102
ISBN: N/A
ISSN: ISSN-0013-5984
Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership
Hopkins, Megan; Spillane, James P.; Jakopovic, Paula; Heaton, Ruth M.
Elementary School Journal, v114 n2 p200-224 Dec 2013
Designing infrastructures to support instruction remains a challenge in educational reform. This article reports on a study of one school system's efforts to redesign its infrastructure for mathematics instruction by promoting teacher leadership. Using social network and interview data from 12 elementary schools, we explore how the district's infrastructure redesign efforts were internally coherent with and built upon existing infrastructure components. We then explore relations between infrastructure and school practice as captured in the instructional advice- and information-seeking interactions among school staff, finding that teacher leaders emerged as central actors and brokers of advice and information about mathematics within and between schools. Further, changes in school advice and information networks were associated with shifts in teachers' beliefs about and practices in mathematics toward inquiry-oriented approaches consistent with district curriculum. We argue that the district's redesign efforts to support teacher leadership coupled district curriculum and school and classroom practice in mathematics. (Contains 4 tables and 3 figures.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Fennema Sherman Mathematics Attitudes Scales