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

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dc.contributor.advisorChauvot, Jennifer
dc.contributor.committeeMemberLee, Mimi Miyoung
dc.contributor.committeeMemberLi, Xiaobao
dc.contributor.committeeMemberHorn, Catherine L.
dc.contributor.committeeMemberCulpepper, Shea
dc.creatorSiegmyer, Maryann
dc.date.accessioned2012-04-19T14:26:49Z
dc.date.accessioned2012-04-19T14:26:51Z
dc.date.available2012-04-19T14:26:49Z
dc.date.available2012-04-19T14:26:51Z
dc.date.createdMay 2011
dc.date.issued2011-05
dc.date.updated2012-04-19T14:26:51Z
dc.description.abstractMathematics 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.
dc.description.departmentCurriculum and Instruction, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/270
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectSchool-based
dc.subjectMathematics Master Teachers
dc.subjectProfessional development
dc.subjectTeacher leadership
dc.subjectTeacher Leadership Construct
dc.subjectPRIME Leadership Framework
dc.subject.lcshMathematics--Study and teaching (Middle school)--Texas
dc.subject.lcshEffective teaching
dc.subject.lcshEducational leadership
dc.titleKnowledge and Characteristics of Emerging Mathematics Teacher Leaders: Becoming a School-based Middle School Teacher Leader
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentCurriculum and Instruction, Department of
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.majorMathematics Education
thesis.degree.nameDoctor of Education

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