Citation

Perspectives on the Principal's Role as Instructional Leader: A Review of the Literature

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Abstract:

This paper reviews the instructional leadership literature from both the policy and administration field and the math education field. It develops an integrated framework for understanding the expectations of principals’ role as instructional leaders as well as the skills and knowledge that are required. Instructional leadership theories need to be translated into practices for real-life administrators. Reconciling findings from policy research and from content-area research helps move this direction.

Most Common Document Word Stems:

instruct (42), leadership (31), princip (29), specif (27), need (25), research (24), school (19), subject (18), develop (17), content (16), mathemat (16), understand (16), teacher (15), practic (14), leader (13), effect (11), polici (11), area (11), administr (10), learn (10), profession (10),
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378784_index.html
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MLA Citation:

Katterfeld, Karin., Colby, Glenn., Cobb, Paul. and Smith, Thomas. "Perspectives on the Principal's Role as Instructional Leader: A Review of the Literature" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378784_index.html>

APA Citation:

Katterfeld, K. , Colby, G. T., Cobb, P. and Smith, T. , 2009-11-19 "Perspectives on the Principal's Role as Instructional Leader: A Review of the Literature" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378784_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper reviews the instructional leadership literature from both the policy and administration field and the math education field. It develops an integrated framework for understanding the expectations of principals’ role as instructional leaders as well as the skills and knowledge that are required. Instructional leadership theories need to be translated into practices for real-life administrators. Reconciling findings from policy research and from content-area research helps move this direction.


Similar Titles:
School Administrators’ Content Knowledge: Unpacking the elements of instructional leadership for STEM area teachers

Developing School Leaders' Instructional Leadership Through Content-Specific Professional Development

Urban School District-Researcher Partnerships to Support the Development of Math Specific Instructional Leadership Practices in Principals


 
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