ERIC Number: EJ1105710
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 21
Distributed Leadership: Key to Improving Primary Students' Mathematical Knowledge
Larson, Matthew R.; Smith, Wendy M.
Journal of Mathematics Education at Teachers College, v4 n1 p26-33 Spr-Sum 2013
The purpose of this article is to present the findings of a quantitative study focused on primary mathematics teachers who participated in an intensive professional development program and then had leadership responsibility for the implementation of a new primary mathematics curriculum in their district. The study examines the effect of the professional development on teachers' and students' mathematical knowledge. Results indicate that effective implementation of a new curriculum can improve students' mathematical knowledge, but that the effect of the curriculum implementation on student mathematical knowledge is enhanced when teachers improve their mathematical knowledge for teaching and are simultaneously involved in the leadership activities of the curriculum implementation.
Descriptors: Elementary School Students, Mathematics Skills, Elementary School Mathematics, Knowledge Level, Statistical Analysis, Elementary School Teachers, Mathematics Teachers, Faculty Development, Teacher Leadership, Mathematics Curriculum, Program Effectiveness, Primary Education, School Districts
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE0831835