Understanding Teacher Leadership in Middle School Mathematics: A Collaborative Research Effort

Authors

J. E. Pustejovsky, Northwestern University
J. P. Spillane, Northwestern University
R. M. Heaton, University of Nebraska-Lincoln
W. J. Lewis, University of Nebraska-Lincoln

Publication Date

2009

Abstract

We report findings from a collaborative research effort designed to examine how teachers act as leaders in their schools. We find that teachers educated by the Math in the Middle Institute act as key sources of advice for colleagues within their schools while drawing support from a network consisting of other teachers in the program and university-level advisors. In addition to reporting on our findings, we reflect on our research process, noting some of the practical challenges involved, as well as some of the benefits of collaboration.

Volume

11

Issue

1

First Page

19

Last Page

40

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

DOI

https://doi.org/10.25891/MZVX-A892

Recommended Citation

Pustejovsky, J. E.; Spillane, J. P.; Heaton, R. M.; and Lewis, W. J. (2009) "Understanding Teacher Leadership in Middle School Mathematics: A Collaborative Research Effort," Journal of Mathematics and Science: Collaborative Explorations: Vol. 11: No. 1, Article 5.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol11/iss1/5