Administrators' capacity for supporting reform‐oriented science instruction
An urban school district case study
Bibliographic Data
| ID | 21392833 |
|---|---|
| Authors | Venicia Ferrell (0000-0002-1042-6326, The Center for Educational Partnerships at Old Dominion University Norfolk Virginia USA, corresponding author), Joanna Garner (0000-0001-9105-5194, The Center for Educational Partnerships at Old Dominion University Norfolk Virginia USA) |
| Year | 2023 |
| Volume | 107 |
| Issue | 5 |
| Pages | 1238-1268 |
| Publication date | 2023-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21803 |
| OpenAlex | W4383069871 |
| Language | EN |
| Citations received | 1 |
| References cited | 39 |
Secondary school administrators play a vital role as instructional leaders, but little is known about their knowledge of science practices and perceptions of strategies for supporting reform‐oriented science instruction. This multiphase, mixed‐methods Q‐Methodology study explored administrators' perceptions of instructional leadership and, in particular, high‐quality science instruction. After a concourse of 40 items was developed through a review of literature and an expert panel, n = 22 administrators from one urban school district completed a Q‐sort and a post‐sort questionnaire in which they commented on a lesson excerpt. Principal components analysis with varimax rotation was used to assimilate the participants into three factors or groups explaining 40% of the variance. A subsample ( n = 14) of administrators then participated in focus groups to engage in collective sensemaking. Although administrators consistently valued positive teacher‐student relationships and had high expectations for all students over other managerial duties, perceptions of how to support teachers and their ability to detect evidence‐based science pedagogy (NGSS), differed. Administrators with a science background or more experience as an administrator were more familiar with some of the evidence‐based instructional strategies for science included in the sample lesson. Administrators without such a background tended to emphasize general pedagogical techniques. We discuss implications for the development of school leaders with varying disciplinary backgrounds as one component of building districts' capacity for high‐quality science instruction
Cronbach's alpha · Focus group · Mathematics education · Medical education · Pedagogy · Quality (philosophy) · Science education · Sociology · Varimax rotation · Psychology · Q Methodology Applications · Science Education and Pedagogy
The Executive effect
Doing Q Methodological Research
Shaping Teacher Sensemaking
How Leadership Influences Student Learning
When and how to use Q methodology to understand perspectives in conservation research
Learning from Teacher Observations
How Teachers Experience Principal Leadership
Beyond the scientific method
Organizing and the Process of Sensemaking
The role of collective sensemaking and science curriculum development within a research–practice partnership
InQuiry
Instructional Leadership Behaviors
A Cognitive Perspective on Policy Implementation
It’s the Quality Not the Quantity of Ties That Matters
Designing and Conducting Mixed Methods Research
Instructional Leadership and the School Principal
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |