Middle Leadership: A Key Role of Numeracy Reform

Autor/in	Jorgensen, Robyn
Titel	Middle Leadership: A Key Role of Numeracy Reform
Quelle	In: Australian Primary Mathematics Classroom, 21 (2016) 3, S.32-37 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Numeracy; Instructional Leadership; Mathematics Education; Mathematics Instruction; Leadership Role; Mathematics Teachers; Ethnography; Case Studies; Interviews; Observation; Documentation; Mathematics Curriculum; Educational Change; Middle Management; Professional Development + Suchen Sie Ihr Suchwort? Rechenkompetenz; Instruction; Leadership; Bildung; Erziehung; Führung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ethnografie; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Dokumentation; Bildungsreform; Mittlere Führungskraft
Abstract	This paper reports on a large national project that explored successful numeracy practices in remote and very remote schools. While there have been a number of significant findings, the middle leader has been identified as a key role in the development of successful numeracy/mathematics practices in schools. The middle leader plays a critical role in crossing the boundaries between the vision of the school and the practices that are enacted at the classroom level. This paper describes the findings from the project and then discusses implications for mathematics education, particularly in the context of remote education provision. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01