Leveraging Mathematics Teacher Leaders in Support of Student and Teacher Learning

Autor/inn/en	Rigelman, Nicole; Lewis, Chandra
Titel	Leveraging Mathematics Teacher Leaders in Support of Student and Teacher Learning
Quelle	In: Investigations in Mathematics Learning, 15 (2023) 1, S.85-102 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rigelman, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2022.2140989
Schlagwörter	Transformative Learning; Kindergarten; Faculty Development; Elementary School Teachers; Secondary School Teachers; Mathematics Achievement; School Districts; Teaching Methods; Equal Education; Mathematics Instruction; Teacher Leadership; College School Cooperation; Pedagogical Content Knowledge; Educational Change; Program Descriptions; Program Evaluation; Oregon (Portland) + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Lehrerfunktionsstelle; Pädagogische Kompetenz; Bildungsreform; Programme evaluation; Programmevaluation
Abstract	Transforming mathematics learning and teaching toward more equitable and effective approaches is critical to student mathematics learning and identity development. This task at-scale in a district takes time, commitment, and mathematics expertise that may not be widespread in the absence of focused professional development. District and regional mathematics leaders with university mathematics and mathematics education faculty partnered to address this challenge by designing a professional development program that prepared K-12 teachers of mathematics as leaders at the classroom, school, and district level. Described are specific aspects of a professional learning model focused on developing mathematics content, pedagogical, and leadership knowledge and skills. Also provided are findings related to the impact of the project's professional development on shifts in instructional practice and student achievement. (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