ERIC Number: EJ804929
Record Type: Journal
Publication Date: 2008-Feb
Abstractor: As Provided
Reference Count: 89
Principal Leadership for Technology-Enhanced Learning in Science
Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C.
Journal of Science Education and Technology, v17 n1 p1-18 Feb 2008
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals' varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals' ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals' leadership abilities in technology and science reform.
Descriptors: Educational Change, Principals, Technology Integration, Technology Education, Leadership Training, Management Development, Training Methods, Administrator Attitudes, Curriculum Development, Secondary School Curriculum, Science Curriculum, Change Strategies
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Authoring Institution: N/A