Knowledge and Characteristics of Emerging Mathematics Teacher Leaders: Becoming a School-based Middle School Teacher Leader

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Title: Knowledge and Characteristics of Emerging Mathematics Teacher Leaders: Becoming a School-based Middle School Teacher Leader
Author: Siegmyer, Maryann
Abstract: Siegmyer , Maryann . “Knowledge and Characteristics of Emerging Mathematics Teacher Leaders : Becoming a School -based Middle School Teacher Leader .” Unpublished Doctor of Education Dissertation , University of Houston , May , 2011 . Abstract Mathematics teacher leaders and their capacity to facilitate significant change within secondary mathematics classrooms on a campus is affected by mathematics , pedagogical content , curricular , and contextual knowledge . It is also influenced by teacher leadership characteristics that support clear communication , reflective practices , and the building and maintenance of collegial relationships with peers . Deep understanding of instructional content , of effective practices that foster improved student achievement , and of the coaching process and its practices aids their work with peer teachers . The study’s purpose was to describe perceptions about leadership characteristics held by novice mathematics teacher leaders participating in a middle school master mathematics teacher program . The study participants were candidates from a 17 -member cohort in a major urban southwestern university’s 24 -month master middle school mathematics teachers program , a collaboration between the departments of curriculum and instruction and mathematics at the university to provide graduate courses and associated embedded practicum -hours for this certification program . Qualitative methodologies were used to infer what characteristics and dispositions do emerging middle school mathematics teacher leaders perceive as important to their work with peer teachers in a school -based learning situation , and the alignment of these perceptions with state and national standards for mathematics educational leaders . The study found that characteristics that all of the participants valued for their future work as school -based teacher leaders were approachable , collaborative , and reflective . Aspects of these three attributes were cited by all , but several also commented about their understanding and valuation of others . These perceptions were in alignment with several of the characteristics prominent in the state’s recommendations regarding the work of mathematics teacher leaders . The participants indicated that other characteristics might develop or be of more value later in their careers . Their understanding of the principles and the action indicators of national standards for mathematics teacher leaders was not as clear . The study provides information of potential value about the development of emerging mathematics teacher leaders to state and national agencies and researchers , to professional development providers , to universities working with pre -service and inservice mathematics teachers , and to individual campuses and school districts .
URI: http : / /hdl .handle .net /10657 /270
Date: 2012-04-19

Citation

Knowledge and Characteristics of Emerging Mathematics Teacher Leaders: Becoming a School-based Middle School Teacher Leader. Doctoral dissertation, University of Houston. Available electronically from http : / /hdl .handle .net /10657 /270 .

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