The impact of teacher leaders on mathematics instruction in grades 1 and 2

 
 
 
 

The impact of teacher leaders on mathematics instruction in grades 1 and 2

Show simple item record


dc.contributor.advisor Beebe, Robert J. en_US
dc.contributor.author Ross, Linda S. en_US
dc.date.accessioned 2008-06-30T15:36:51Z
dc.date.available 2008-06-30T15:36:51Z
dc.date.created 1998 en_US
dc.date.issued 2008-06-30T15:36:51Z
dc.identifier.uri http://rave.ohiolink.edu/etdc/view?acc_num=ysu996671255 en_US
dc.identifier.uri http://hdl.handle.net/2374.OX/2982
dc.description The professional development of teachers is a critical component of educational reform. Teachers who serve in leadership positions can actively participate in their own professional development and facilitate the professional growth of their colleagues. This study investigated the impact of a teacher leader program in mathematics in elementary schools in selected sites in Northeastern Ohio. It examined aspects of the professional development sessions for teacher leaders and the ways in which the learning that occurred at the sessions was shared with teacher colleagues. Data were collected through semistructured interviews of teacher leaders, selected teacher colleagues, and the building administrator at the three school sites. Interview data were autiotaped and transcribed. In addition, observations of a mathematics lesson of the teacher leaders and teacher colleagues were conducted to validate the interviews. The data sources were triangulated during the data analysis. The findings indicated the teacher leader program had a positive impact on the professional development of teacher leaders and teacher colleagues. The three groups of subjects interviewed described the role of the teacher leader consistently. Changes in mathematics instruction to better align with the NCTM (1989) Curriculum and Evaluation Standards for School Mathematics were reported by all teacher leaders as a result of the professional development sessions. The instructional practices of teacher colleagues also reflected change, but to a lesser extent. Teacher leaders, teacher colleagues, and building administrators agreed communication increased at the building level. The study concluded, overall, the teacher leader program had a positive impact on the professional development of teachers. en_US
dc.format application/pdf en_US
dc.format ix, 178 p. en_US
dc.rights unrestricted en_US
dc.rights Copyright and permissions information available at the source archive en_US
dc.subject professional development en_US
dc.subject teachers education en_US
dc.subject continuing education en_US
dc.title The impact of teacher leaders on mathematics instruction in grades 1 and 2 en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name EdD en_US
dc.degree.level doctoral en_US
dc.degree.discipline Educational Administration, Research and Foundations en_US
dc.degree.grantor Youngstown State University en_US
dc.contributor.publisher Youngstown State University / OhioLINK en_US

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record