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Understanding teacher leadership and professional learning in a secondary mathematics department

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Date Issued:
2013
Summary:
This ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document analysis. It is the social aspect of the school environment and specifically, the subject department, which presents an opportunity for teachers to learn and share their expertise with one another in an informal setting and for teacher leaders to emerge using their expertise and close proximity to affect the learning of colleagues. Teachers were asked to share their thoughts on leadership and learning within their department. A narrative was written to give the reader a better understanding of the day-to-day practices, behaviors, and habits of the teachers in the department, creating a holistic picture of the culture studied. ... teacher leadership is experienced informally through teachers sharing and talking about their practice. Teacher leadership is also experienced outside the department when teachers have opportunities to lead school professional development seminars and to practice leadership through role modeling. Professional learning is experienced one-on-one, as well as formally and informally through colleagues and organized workshops. Implications for administrators, department and team leaders, and policy implementation are discussed. This study may contribute to the development of teacher leadership and professional learning, which ultimately may lead to improving student achievement.
Title: Understanding teacher leadership and professional learning in a secondary mathematics department.
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Name(s): Higgins, Christine.
College of Education
Department of Curriculum, Culture, and Educational Inquiry
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2013
Publisher: Florida Atlantic University
Physical Form: electronic
Extent: xiii, 245 p. : ill.
Language(s): English
Summary: This ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document analysis. It is the social aspect of the school environment and specifically, the subject department, which presents an opportunity for teachers to learn and share their expertise with one another in an informal setting and for teacher leaders to emerge using their expertise and close proximity to affect the learning of colleagues. Teachers were asked to share their thoughts on leadership and learning within their department. A narrative was written to give the reader a better understanding of the day-to-day practices, behaviors, and habits of the teachers in the department, creating a holistic picture of the culture studied. ... teacher leadership is experienced informally through teachers sharing and talking about their practice. Teacher leadership is also experienced outside the department when teachers have opportunities to lead school professional development seminars and to practice leadership through role modeling. Professional learning is experienced one-on-one, as well as formally and informally through colleagues and organized workshops. Implications for administrators, department and team leaders, and policy implementation are discussed. This study may contribute to the development of teacher leadership and professional learning, which ultimately may lead to improving student achievement.
Identifier: 859865632 (oclc), 3362376 (digitool), FADT3362376 (IID), fau:4182 (fedora)
Note(s): by Christine Higgins.
Thesis (Ph.D.)--Florida Atlantic University, 2013.
Includes bibliography.
Mode of access: World Wide Web.
System requirements: Adobe Reader.
Subject(s): Educational leadership
School management and organization
Mathematics -- Study and teaching (Secondary)
Teacher effectiveness
School improvement programs
Held by: FBoU FAUER
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/3362376
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU