The Practice of "Middle Leading" in Mathematics Education [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015).

Autor/inn/en	Grootenboer, Peter; Edwards-Groves, Christine; Rönnerman, Karin
Institution	Mathematics Education Research Group of Australasia
Titel	The Practice of "Middle Leading" in Mathematics Education [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Instructional Leadership; Teacher Leadership; Teacher Collaboration; Action Research; Participatory Research; Mathematics Instruction; Teacher Participation; School Based Management; Case Studies; Secondary School Mathematics; Educational Improvement; Middle Management; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mathematische Bildung; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerfunktionsstelle; Lehrerkooperation; Projektforschung; Forschungstätigkeit; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Teaching improvement; Unterrichtsentwicklung; Mittlere Führungskraft; Ausland; Australien
Abstract	While principals and systemic leaders have a significant role to play in leading, supporting and structuring mathematics education, their influence tends to be indirect and general. However, middle leaders such as curriculum leaders, senior teachers, and faculty heads, exercise their leadership much closer to the classroom, and as such they can have a more direct influence on the quality of teaching and learning in schools. To improve mathematics learning outcomes of student, it is crucial that educational leading is practiced by those with the greatest capacity to bring about positive practical and sustainable change--middle leaders. These school-based curriculum leaders can promote this development by engaging in forms of "Critical Participatory Action Research" that allows them to improve the quality of teaching and learning through an evidence-driven, site-based, collaborative approach. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01