東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

How Principals Make Sense of and Inf...

Chew, Christine Marie (Coffey).

Linked to FindBook

Google Book

Amazon

博客來

How Principals Make Sense of and Influence the Implementation of Instructional Reform in Secondary Science.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Principals Make Sense of and Influence the Implementation of Instructional Reform in Secondary Science./
Author:	Chew, Christine Marie (Coffey).
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	208 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10599004
ISBN:	9780355124620

How Principals Make Sense of and Influence the Implementation of Instructional Reform in Secondary Science.
Chew, Christine Marie (Coffey).

How Principals Make Sense of and Influence the Implementation of Instructional Reform in Secondary Science. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 208 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--University of Washington, 2017.

After decades of calls to change science instruction, including the recent Next Generation Science Standards (NGSS), classroom practices remain largely stable. Research has much to say about who principals are and what practices they engage in, yet there is little research explicating how principals and their school leadership practices influence instructional change. I studied a large urban school district invested in science reform implementation that leveraged embedded learning at eleven secondary schools, supported by a cross-school, networked improvement community to investigate how school contexts influenced the development of such varied enactments of reform practices at each school. Through iterative qualitative analysis, I found that the degree to which principals integrated the science reform with their views of other school priorities impacted the extent of opportunities available to teachers to work with reform practices. Furthermore, the more often that principals co-participated with teachers in making sense of the reform practices in the context of classroom enactments, the more likely principals were to employ a broader array of school leadership practices to support the reform enactment, and the greater the extent to which teachers engaged and became proficient with the reform practices. This study provides additional details outlining multiple contextual factors at play in determining how principals' sense-making and school leadership practices influenced reform enactments and presents a conceptual model to better integrate the elements of leadership practices, instruction, and their intersection.

ISBN: 9780355124620Subjects--Topical Terms:

529436
Educational leadership.

How Principals Make Sense of and Influence the Implementation of Instructional Reform in Secondary Science.
LDR:02612nmm a2200301 4500 001 2125578
005 20171113102612.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9780355124620
035 $a (MiAaPQ)AAI10599004
035 $a AAI10599004
040 $a MiAaPQ $c MiAaPQ
100 1 $a Chew, Christine Marie (Coffey). $3 3287660
245 1 0 $a How Principals Make Sense of and Influence the Implementation of Instructional Reform in Secondary Science.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 208 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Mark Windschitl.
502 $a Thesis (Ph.D.)--University of Washington, 2017.
520 $a After decades of calls to change science instruction, including the recent Next Generation Science Standards (NGSS), classroom practices remain largely stable. Research has much to say about who principals are and what practices they engage in, yet there is little research explicating how principals and their school leadership practices influence instructional change. I studied a large urban school district invested in science reform implementation that leveraged embedded learning at eleven secondary schools, supported by a cross-school, networked improvement community to investigate how school contexts influenced the development of such varied enactments of reform practices at each school. Through iterative qualitative analysis, I found that the degree to which principals integrated the science reform with their views of other school priorities impacted the extent of opportunities available to teachers to work with reform practices. Furthermore, the more often that principals co-participated with teachers in making sense of the reform practices in the context of classroom enactments, the more likely principals were to employ a broader array of school leadership practices to support the reform enactment, and the greater the extent to which teachers engaged and became proficient with the reform practices. This study provides additional details outlining multiple contextual factors at play in determining how principals' sense-making and school leadership practices influenced reform enactments and presents a conceptual model to better integrate the elements of leadership practices, instruction, and their intersection.
590 $a School code: 0250.
650 4 $a Educational leadership. $3 529436
650 4 $a Instructional design. $3 3172279
650 4 $a Educational administration. $3 2122799
690 $a 0449
690 $a 0447
690 $a 0514
710 2 $a University of Washington. $b Education. $3 2093503
773 0 $t Dissertation Abstracts International $g 79-01A(E).
790 $a 0250
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10599004