Instructional Leadership in Mathematics: Compensating for Principals' Lack of Mathematical Background

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cityu.schoolAlbright School of Education
cityu.siteCalgary
cityu.site.countryCanada
dc.contributor.authorDonaldson, Irene A.
dc.date.accessioned2017-07-28T23:02:05Z
dc.date.available2017-07-28T23:02:05Z
dc.date.issued2017-04
dc.description.abstractPrincipals are responsible for ensuring the academic achievement of students in mathematics. Researchers have identified that principals who possess a combination of mathematical content knowledge and instructional leadership skills are most effective at increasing the academic achievement of students in mathematics. Yet, many principals do not have a background in mathematics. This capstone provides a review of literature related to the teaching and leadership practices that have been demonstrated to increase the academic achievement of students in mathematics. Additionally, recommendations are provided by which principals can increase their leadership, instructional, and content knowledge, thereby enhancing their ability to ensure the academic success of all students in mathematics.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/674
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectinstructional leadership
dc.subjectstudent success in mathematics
dc.subjectprincipal's role in mathematics instruction
dc.subject.lcshEducational leadership
dc.subject.lcshSchool principals
dc.subject.lcshMathematics--Study and teaching
dc.titleInstructional Leadership in Mathematics: Compensating for Principals' Lack of Mathematical Background
dc.typeThesis
thesis.degree.disciplineEducational Leadership
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster of Education
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