Instructional leadership in elementary science

Winn, Kathleen M.

doi:10.17077/etd.2fwpqaku

Cited by 6 publications

(8 citation statements)

References 108 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Due to the diverse backgrounds of principals, and the fact that few of them are full-time teachers, they may need professional development programs to learn how to address various classroom issues. While many principals embrace professional development opportunities to hone specific skills, most seemingly perceive existing programs as too general or irrelevant to help address their campus-specific improvement needs (Casey et al, 2012; Darling-Hammond, et al, 2007; Prather, et al, 1988; Winn, 2016). As a result of training content not being tailored to the needs of individual districts or participants of different career stages, plus a lack of job-integrated learning opportunities or support for solving problems with best practices, most superintendents and principals describe many training programs as being out of touch (Darling-Hammond et al, 2007).…”

Section: Resultsmentioning

confidence: 99%

What Makes a Difference in Achievement for Black and Hispanic Students: Identifying Factors of Influence Inside the Black Box of Schooling Production

2022

NASSP Bulletin

View full text Add to dashboard Cite

By aligning factors that most commonly influence the achievement of Black and Hispanic students with the type of resources inside the black box of schooling, this study differentiated the achievement effect of school resources from what was brought by students to schools. The hierarchical regression results showed that minority students’ grade-repetition experience mattered substantially. But the differences between schools in poverty concentration, use of between-class and within-class tracking, class size, plus school discipline all contributed to the racial achievement gaps.

show abstract

Section: Resultsmentioning

confidence: 99%

What Makes a Difference in Achievement for Black and Hispanic Students: Identifying Factors of Influence Inside the Black Box of Schooling Production

2022

NASSP Bulletin

View full text Add to dashboard Cite

show abstract

“…To a certain extent, this reflects the expertise of the current principal workforce. There is research to suggest that only about 25% of elementary principals serving in states that have adopted the NGSS have earned a formal degree/certification in mathematics or science (Winn, 2016), indicating there may be a potential of lack of familiarity with the mathematics and science content matter among leaders who are charged with the implementation of these standards. Furthermore, professional development opportunities are often designed for classroom teachers and do not specifically serve school administrators, despite the National Research Council’s (2012) strong recommendation to provide such learning opportunities.…”

Section: Resultsmentioning

confidence: 99%

Content-Specific Leadership: Identifying Literature-Based Implications for Principal Preparation

Cunningham

Lochmiller

2019

Journal of Research on Leadership Education

View full text Add to dashboard Cite

Principals are increasingly called upon to support effective instruction and student learning across content areas. Content and process standards emphasize the need for leadership that addresses teachers’ pedagogical and content understandings. The purpose of this article is to conceptualize content-specific leadership in mathematics and science for considerations for preparation programs through a systematic literature review. Prior research suggests both the importance of leadership development related to content-specific leadership practices and the possibilities associated with distributed leadership models aimed at the improvement of mathematics and science instruction. Specifically, leadership preparation programs must equip and support principals to make strategic school-based investments in mathematics and science instruction.

show abstract

“…This study indicates that othermothering also applies to science education. Winn (2016) called for more research to understand the racial and cultural differences in science and STEM instructional leadership; this study does just that. Principal Loper drew from her community to lead and leverage her positionality to meet the science needs at scale.…”

Section: Discussionmentioning

confidence: 99%

“…However, most elementary principals have had little to no formal instruction or professional opportunities in science (e.g., professional development, courses, etc.) (Winn, 2016). The decisions principals make regarding science may largely rely on their personal understandings, beliefs, as well as social interactions, and background specifically in science (Coburn, 2001;Ferrell & Garner, 2023).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Science for our children: Othermothering leadership within an elementary science network

Marshall,

Forrester,

Tilsen

2024

J Res Sci Teach

View full text Add to dashboard Cite

Transformational equity‐centered science education requires the fields of science education and school leadership to critically consider the limited preparation elementary principals are offered to lead for science education. Thus far, little effort has been made to foster a transdisciplinary curricula beyond traditional organizational theories related to school culture and climate; learning sciences; and supervision. School leadership programs are currently inadequately preparing elementary leaders in rigorous pedagogies involving science education. Although the role of principals is often not discussed concerning science implementation in elementary education, principals play a critical role in science decision‐making. In this study, the authors present a case study of one elementary principal who also served as an othermother. Othermothers have been described as those who share mothering responsibilities in Black communities. Through interview transcripts, field notes, and social network data, the authors examine how this othermother cared for her students and community by advocating for science instruction. By strategically navigating the socio‐political and policy climate and drawing on her authentic relationships, this othermother was critical in implementing a science agenda for elementary science. Three themes that emerged from the data analysis are, (1) othermothers view science as a potential means to transform lives and fulfill the needs of the local community, (2) science policies (i.e., federal, state, and local) can limit the potential of the vision of science an othermother has for the community, (3) othermothers draw on their community to guide equitable science instruction. Overall, othermothers have visions for what science can do. However, they cannot counter the status quo individually. Collective action among educators in various roles is one means of moving an equity agenda concerning science education forward.

show abstract

Instructional leadership in elementary science

Cited by 6 publications

References 108 publications

What Makes a Difference in Achievement for Black and Hispanic Students: Identifying Factors of Influence Inside the Black Box of Schooling Production

What Makes a Difference in Achievement for Black and Hispanic Students: Identifying Factors of Influence Inside the Black Box of Schooling Production

Content-Specific Leadership: Identifying Literature-Based Implications for Principal Preparation

Science for our children: Othermothering leadership within an elementary science network

Contact Info

Product

Resources

About