Understanding School Leaders' Discourse in Regard to Mathematics Achievement

• In Event: 66.067 - Intersectionalities in Leadership and Inclusive Education Research: Comparative Perspectives From Canada

Abstract

The notions of equity (Gutiérrez, 2002, 2012) and discourse (Gee, 1999; Moschkovich, 2007) in school mathematics have been of considerable interest to researchers. Discourse is mainly associated to mathematics classroom practices and scholars tend to overlook its political dimensions, largely the prerogatives of school leaders who are critical in supporting effective schools and student success (Fullan, 2011; Leithwood, Patten, & Jantzi, 2010). Despite that evidence, not much attention is given to school leaders’ discourse even though it is known that school leaders’ discourse impacts school culture (Webster, 2012).
This paper reports on findings from a pilot project involving ten school and systems leaders representing two different jurisdictions: five from Northern Haiti and five from the French-language school system in Ontario. The research examines school leaders’ discourse related to mathematics achievement through the following research questions: what are some of the commonalities of school leaders’ discourse when it comes to mathematics achievement? What do these leaders perceive to be success factors, roadblocks and challenges to students’ mathematics achievement?
Through semi-structured interviews, this research used a qualitative framework to explore these questions, analyze the extent to which leaders’ discourse could be a reflection of implicit inequities, and detect if they allude knowingly or inadvertently to deficit assumptions in their understanding of students’ mathematics achievement. Early analysis of the transcripts leads to themes examined in light of literature arguing that “effective school leadership is needed to support the transformation of teaching practice and school culture” (Vale, et al., 2010, p. 47). Among these themes are: the importance of teachers’ impact, the effect of students’ and teachers’ attitudes, the fixed mindsets regarding mathematics achievement, and the challenge to make mathematics meaningful to students.
This research provides some significant insights on school leaders’ discourse in supporting students’ mathematics achievement. It initiates a framework for further studies on school leaders’ discourse related to mathematics achievement. It addresses a gap in the literature: there is limited scholarly work that examines school leaders’ discourse as it relates to mathematics achievement as opposed to discourse in mathematics classroom practices (Herbel-Eisenmann, et al, 2011, p. 5). As scholars examine equity issues in school mathematics and as policymakers discuss ways to increase mathematics achievement for all students, it is critical to also consider how school leaders can be supported in developing discourses compatible to more equity in school mathematics. This study has significant significance for those involved in international and comparative research as educators strive to increase mathematics achievement for all students globally.

Author

• Jhonel Morvan, Brock University