Mathematics Specialists as School-Based Leaders: Adapting Responsibilities to Address Shifts in Teaching and Learning

Autor/inn/en	Baker, Courtney; Hjalmarson, Margret; Fennell, Francis
Titel	Mathematics Specialists as School-Based Leaders: Adapting Responsibilities to Address Shifts in Teaching and Learning
Quelle	In: Investigations in Mathematics Learning, 14 (2022) 2, S.134-150 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Courtney) ORCID (Hjalmarson, Margret) ORCID (Fennell, Francis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2022.2043664
Schlagwörter	Mathematics Education; Specialists; Teacher Leadership; Teacher Responsibility; Educational Change; Elementary Secondary Education; COVID-19; Pandemics; Faculty Development; Coaching (Performance); Distance Education; In Person Learning; Alabama; Arkansas; Illinois; Maryland; Oregon; Virginia; District of Columbia; Rhode Island; Texas; New Jersey; Washington + Suchen Sie Ihr Suchwort? Mathematische Bildung; Lehrerfunktionsstelle; Lehrverpflichtung; Bildungsreform; Distance study; Distance learning; Fernunterricht
Abstract	Mathematics specialists support the teaching and learning of K-12 mathematics and attend to school-based responsibilities and needs. This study examined the shifts in responsibilities of mathematics specialists during the COVID-19 pandemic to better-understand their current and potential future influence on mathematics teaching. An online survey was administered nationally to reveal how school-based mathematics specialists adapted their responsibilities in response to the changing school conditions. Responses from school-based mathematics specialists were analyzed using a mixed methods approach to capture self-reported shifts in responsibilities, as well as challenges and opportunities. Findings indicate that the school-based mathematics specialists were able to rapidly reprioritize their responsibilities in response to both teachers' professional learning and instructional needs. These findings illuminate the importance of mathematics specialists as school-based leaders who must continually navigate relationships and apply leadership knowledge and skills in novel ways to support shifts in mathematics teaching and learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01