Exploring Mathematics Teacher Leaders' Attributions and Actions in Influencing Senior Secondary Students' Mathematics Subject Enrolments

Autor/inn/en	Wilkie, Karina J.; Tan, Hazel
Titel	Exploring Mathematics Teacher Leaders' Attributions and Actions in Influencing Senior Secondary Students' Mathematics Subject Enrolments
Quelle	In: Mathematics Education Research Journal, 31 (2019) 4, S.441-464 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkie, Karina J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-019-00264-3
Schlagwörter	Mathematics Instruction; Secondary School Mathematics; Secondary School Students; Foreign Countries; Mathematics Teachers; Decision Making; Teacher Leadership; Teacher Attitudes; Academic Ability; College Readiness; Academic Persistence; Negative Attitudes; Student Attitudes; Course Selection (Students); Postsecondary Education; Higher Education; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sekundarschüler; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Lehrerfunktionsstelle; Lehrerverhalten; Negative Fixierung; Schülerverhalten; Course selection; Student; Students; Kurswahl; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Australien
Abstract	School leaders employ various school-based actions to influence students' subject enrolments at senior secondary levels (Years 11 and 12), which in turn affect students' entrance into tertiary courses and career choices. In the context of reported declines in the proportion of students opting to study higher-level mathematics, this qualitative study sought insights into seven Australian mathematics teacher leaders' decision-making processes and actions in their particular school contexts. It aimed to relate their actions to particular attributions for enrolment declines and their goals for students' learning and achievement. The leaders' attributions included students' lack of ability, changes in university courses' pre-requisites, students' lack of effort or persistence, and negative attitudes towards mathematics. The leaders described a variety of school-based actions; some school leaders had actually chosen opposing actions but expressed similar reasons for implementing them, and vice versa. Tensions among external pragmatic constraints, the actions of other school staff, and the teacher leaders' own goals for student learning in mathematics framed the findings of this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01