Making Sense of Principal Leadership in Content Areas: The Case of Secondary Math and Science Instruction

Autor/inn/en	Lochmiller, Chad R.; Acker-Hocevar, Michele
Titel	Making Sense of Principal Leadership in Content Areas: The Case of Secondary Math and Science Instruction
Quelle	In: Leadership and Policy in Schools, 15 (2016) 3, S.273-296 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2015.1073329
Schlagwörter	Science Instruction; Mathematics Instruction; Principals; Leadership Styles; High Schools; Pedagogical Content Knowledge; Expertise; Instructional Leadership; Instructional Improvement; Teacher Collaboration; Qualitative Research; Case Studies; Semi Structured Interviews; Assistant Principals; Organizational Culture; Teacher Recruitment; Change Agents + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Principal; Schulleiter; Führungsstil; High school; Oberschule; Pädagogische Kompetenz; Expert appraisal; Instruction; Leadership; Bildung; Erziehung; Führung; Unterrichtsqualität; Lehrerkooperation; Qualitative Forschung; Case study; Fallstudie; Case Study; Principals; Stellvertretende Schulleitung; Unternehmenskultur; Lehrerrekrutierung
Abstract	We drew upon sense making and leadership content knowledge to explore how high school administrators' understanding of content areas informed their leadership. We used math and science to illustrate our interpretations, noting that other content areas may pose different challenges. We found that principals' limited understanding of these content areas prompted them to reframe challenges in ways that did not require them to possess content-area expertise. Principals relied upon their ability to hire classroom teachers and secure external professional development providers to improve instruction. We conclude the article by noting how the findings expand upon existing understandings of instructional leadership. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01