ERIC Number: EJ1071602
Record Type: Journal
Publication Date: 2015-Aug
Abstractor: As Provided
Reference Count: 35
Improving Instructional Leadership through the Development of Leadership Content Knowledge: The Case of Principal Learning in Algebra
Steele, Michael D.; Johnson, Kate R.; Otten, Samuel; Herbel-Eisenmann, Beth A.; Carver, Cynthia L.
Journal of Research on Leadership Education, v10 n2 p127-150 Aug 2015
Instructional leadership is integral to improving mathematics teaching in secondary schools. However, administrators often lack sufficient content knowledge in mathematics to be effective in this role. This study examined the impact of professional development focused on developing leadership content knowledge in algebra. Data included written assessments, case discussions, and interviews from 10 principals. Analysis identified shifts in principals' algebra content knowledge and their frames for interpreting algebra instruction. Principles improved their connections between mathematical representations and shifted from using frames highlighting teacher characteristics toward using frames highlighting teacher and student thinking. Implications for leadership professional development design are discussed.
Descriptors: Instructional Leadership, Knowledge Level, Principals, Algebra, Mathematics Instruction, Secondary School Mathematics, Interviews, Professional Development, College School Cooperation, Partnerships in Education, Middle Schools, High Schools, Assistant Principals, Tests, Discussion
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education; Middle Schools; Junior High Schools; High Schools
Authoring Institution: N/A