Date of Award
Curriculum and Instruction
School leadership, High school, Mathematics education
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.
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Van Ooyik, Jacklyn, "Supporting Ambitious Mathematics Practices in the Face of School Reform: A Case Study of High School Leadership" (2021). Electronic Theses and Dissertations. 1881.
Received from ProQuest
Jacklyn Van Ooyik
Educational leadership, Education