Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership

Autor/inn/en	Hopkins, Megan; Spillane, James P.; Jakopovic, Paula; Heaton, Ruth M.
Titel	Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership
Quelle	In: Elementary School Journal, 114 (2013) 2, S.200-224 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/671935
Schlagwörter	Mathematics Instruction; Elementary School Mathematics; Educational Change; Teacher Leadership; Information Seeking; Information Networks; Teacher Role; Teacher Attitudes; Teaching Methods; Inquiry; Active Learning; Educational Practices; Social Networks; School Personnel; Surveys; Semi Structured Interviews; Elementary Schools; Suburban Schools; Faculty Development; Coaching (Performance); School Districts; Administrative Organization; Questionnaires; Case Studies; Fennema Sherman Mathematics Attitudes Scales + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Bildungsreform; Lehrerfunktionsstelle; Informationserschließung; Informationsnetz; Lehrerrolle; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Bildungspraxis; Social network; Soziales Netzwerk; Schulpersonal; Survey; Umfrage; Befragung; Elementary school; Grundschule; Volksschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Fragebogen; Case study; Fallstudie; Case Study
Abstract	Designing infrastructures to support instruction remains a challenge in educational reform. This article reports on a study of one school system's efforts to redesign its infrastructure for mathematics instruction by promoting teacher leadership. Using social network and interview data from 12 elementary schools, we explore how the district's infrastructure redesign efforts were internally coherent with and built upon existing infrastructure components. We then explore relations between infrastructure and school practice as captured in the instructional advice- and information-seeking interactions among school staff, finding that teacher leaders emerged as central actors and brokers of advice and information about mathematics within and between schools. Further, changes in school advice and information networks were associated with shifts in teachers' beliefs about and practices in mathematics toward inquiry-oriented approaches consistent with district curriculum. We argue that the district's redesign efforts to support teacher leadership coupled district curriculum and school and classroom practice in mathematics. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10