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56.059 - Examining How Principals Engage With Discipline-Specific Instructional Reforms
Sun, April 30, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 217 BSession Type: Symposium
Abstract
This session brings together researchers who study mathematics and science instructional reform implementation with researchers who study principal practices and principal learning. Such a convergence allows us to fill a void in the research about how principals make sense of and support discipline-specific instructional reform initiatives. Our findings help inform how principals’ sense-making and specific practices can be leveraged and adjusted to increase alignment with teachers’ work to implement new instructional practices that ultimately yield stronger results for all students’ learning.
Sub Unit
Chair
Papers
Examining Principals’ Framing the Problem of Improving Opportunities for Student Learning in School-wide Improvement Efforts - Lynsey K. Gibbons, Boston University; Christine Chew, University of Washington
School Leaders and Framing the Problem of Improving Student Learning in Middle School Mathematics - Adrian Mohamed Larbi-Cherif, George Washington University
Principal Leadership Practices that Promote Teacher Learning in School-Wide Reform - Elham Kazemi, University of Washington; Lynsey K. Gibbons, Boston University
How Secondary School Principals Interact with Implementation of Science Instructional Reform by their Science Teachers - Christine Chew, University of Washington