How Does Instructional Leadership Influence Opportunity to Learn in Mathematics? A Comparative Study of Pathways for Grade 4 Students in the U.S. and Belgium

Autor/inn/en	Urick, Angela M.; Ford, Timothy G.; Page Wilson, Alison S.; Consuegra, Els
Titel	How Does Instructional Leadership Influence Opportunity to Learn in Mathematics? A Comparative Study of Pathways for Grade 4 Students in the U.S. and Belgium
Quelle	In: Research in Comparative and International Education, 17 (2022) 3, S.372-398 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999221086360
Schlagwörter	Instructional Leadership; Achievement Gap; Mathematics Education; Mathematics Achievement; Foreign Countries; Achievement Tests; International Assessment; Mathematics Tests; Cross Cultural Studies; Comparative Analysis; Educational Opportunities; Socioeconomic Status; Family Influence; Grade 4; Elementary Education; United States; Belgium; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Cultural comparison; Kulturvergleich; Bildungsangebot; Bildungschance; Socio-economic status; Sozioökonomischer Status; School year 04; 4. Schuljahr; Schuljahr 04; Elementarunterricht; USA; Belgien
Abstract	While achievement gaps have been well-established, much remains to be understood about the manner and extent to which school leadership either increases or decreases student access to opportunity to learn. The current study uses nationally representative samples of U.S. and Flemish students in Grade 4 from the 2011 Trends in International Mathematics and Science Study (TIMSS2011) to test a series of structural equation models. U.S. and Belgium have contrasting academic tracking (formal vs informal) systems and Gini Index scores (economic inequality). Flemish schools had no significant paths between student family resources, instructional leadership, and learning; however, for the U.S., we found a negative path across these measures. This current study extends the instructional leadership literature by demonstrating that school leaders can implement goals intended to close achievement gaps but instead might unintentionally exacerbate them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01