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The roles of classroom teacher leade...

Martin, Catherine Anne.

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The roles of classroom teacher leaders in supporting implementation of the interactive mathematics program curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The roles of classroom teacher leaders in supporting implementation of the interactive mathematics program curriculum./
作者:	Martin, Catherine Anne.
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2036.
Contained By:	Dissertation Abstracts International64-06A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3093837
ISBN:	0496415404

The roles of classroom teacher leaders in supporting implementation of the interactive mathematics program curriculum.
Martin, Catherine Anne.

The roles of classroom teacher leaders in supporting implementation of the interactive mathematics program curriculum. - 212 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2036.

Thesis (Ph.D.)--University of Colorado at Denver, 2003.

This dissertation is a multi-case study of three teacher leaders' activities; their communication with administrators, parents, counselors, and in-school mathematics colleagues; and the teachers' on-site professional development. The purpose of this study was to investigate the role of high school teacher leaders in supporting implementation of the Interactive Mathematics Program (IMP). These teachers were participants in the Rocky Mountain Mathematics Leadership Collaborative (RMMLC), a project designed to support and sustain school leaders in mathematics education reform. Each teacher was further supported through the talents and energy of school-based leadership teams. Selection criteria for teachers included possessing leadership characteristics described in the literature, and teaching in schools representative of the range of RMMLC schools.

ISBN: 0496415404Subjects--Topical Terms:

539262
Education, Secondary.

The roles of classroom teacher leaders in supporting implementation of the interactive mathematics program curriculum.
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245 1 4 $a The roles of classroom teacher leaders in supporting implementation of the interactive mathematics program curriculum.
300 $a 212 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2036.
500 $a Director: Laura D. Goodwin.
502 $a Thesis (Ph.D.)--University of Colorado at Denver, 2003.
520 $a This dissertation is a multi-case study of three teacher leaders' activities; their communication with administrators, parents, counselors, and in-school mathematics colleagues; and the teachers' on-site professional development. The purpose of this study was to investigate the role of high school teacher leaders in supporting implementation of the Interactive Mathematics Program (IMP). These teachers were participants in the Rocky Mountain Mathematics Leadership Collaborative (RMMLC), a project designed to support and sustain school leaders in mathematics education reform. Each teacher was further supported through the talents and energy of school-based leadership teams. Selection criteria for teachers included possessing leadership characteristics described in the literature, and teaching in schools representative of the range of RMMLC schools.
520 $a Data consisted of a series of three individual interviews with each teacher leader; single individual interviews with members of the leadership teams; and observations of leadership team meetings, of teacher leaders in collegial planning meetings, and of parent nights. Data analyses included concurrent processes of data coding and reduction, cross-case analyses, and conclusion drawing and verification. Four main conclusions emerged.
520 $a First, informing and educating school communities about mathematics reform was a major, essential teacher leader activity that continued to be crucial throughout implementation. Major topics of communication were the philosophy and mathematics of IMP and indicators of IMP student success. Second, teacher leaders engaged in multiple mentoring activities designed to support colleagues in various stages of changing beliefs about teaching and learning and subsequently changing classroom practices. Third, time within the school day was a pivotal factor in teachers' ability to communicate with school constituencies, to mentor colleagues, and to engage in their own professional development. Fourth, teacher leaders' own professional development was not consistently embedded in their daily lives. Implications for practice include the importance of communication designed to meet stakeholder needs, the need for time for teacher leader work, and selecting mentoring activities to match needs of colleagues. Implications for further research include study of: K--8 teacher leaders, long-term impact of leaders' work, impact of teacher leaders' work on culture for professional learning.
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