Rural Teacher Leadership in Science and Mathematics

Autor/inn/en	Lotter, Christine; Yow, Jan A.; Lee, Melinda; Zeis, Jodi G.; Irvin, Matthew J.
Titel	Rural Teacher Leadership in Science and Mathematics
Quelle	In: School Science and Mathematics, 120 (2020) 1, S.29-44 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12383
Schlagwörter	Rural Schools; Teacher Leadership; Science Instruction; Mathematics Instruction; Teacher Attitudes; Science Teachers; Secondary School Teachers; Faculty Development; Mathematics Teachers; Sharing Behavior; Peer Relationship; Standards; Comparative Analysis; Program Descriptions; Teacher Student Relationship; Academic Achievement; School Community Relationship; Educational Opportunities; Poverty; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerfunktionsstelle; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Peer-Beziehungen; Standard; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Bildungsangebot; Bildungschance; Armut; Pädagogische Kompetenz
Abstract	This study adds to our understanding of science and mathematics teacher leadership in rural schools. Through In Vivo and Concept coding of teacher interviews, we investigated 20 secondary science and mathematics teachers' perceptions of rural teacher leadership during their participation in a three-year professional development program. As the teachers developed as teacher leaders, they broadened their focus from improving their own students' learning to sharing new knowledge learned through the program with other teachers both informally and formally. We compared our program components to the Teacher Leader Model Standards and added an emphasis on the importance of disciplinary content knowledge. We also identified patterns in science and mathematics teacher leadership that are contextually connected to teachers' instruction in rural high poverty schools. Rural teacher leadership included the importance of building strong teacher-student relationships, providing new academic opportunities for students, encouraging students' success, and building community connections. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01