Date of Award

2021

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Garrett Roberts

Second Advisor

Brette Garner

Third Advisor

Nick Cutforth

Keywords

School leadership, High school, Mathematics education

Abstract

School leaders—both administrators and mathematics leaders—play a critical role in the instructional improvement of teachers in schools. However, current research in mathematics education has not provided a complete picture of the network of administrators, mathematics leaders, and teachers and their roles in supporting ambitious mathematics practices. The purpose of this case study is to examine how ambitious mathematics practices are developed, supported, and sustained within a high school facing pressures for test score improvement and graduation competencies and the roles and responsibilities of school leaders that contribute to that support. In order to address this issue, my primary research question asks: How do the relationships between administrators, mathematics leaders, and mathematics teachers at a large, suburban public high school support change toward ambitious mathematics practices? This research supports the understanding of instructional improvement in mathematics in addition to providing insight into school leaders’ support for mathematics teachers; the factors that influence feedback; and mathematics teachers’ perceptions of support from school leaders.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Jacklyn Van Ooyik

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

210 pgs

Discipline

Educational leadership, Education

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