Document Type

Journal Article

Date of this Version

12-2013

Publication Source

The Elementary School Journal

Volume

114

Issue

2

Start Page

200

Last Page

224

DOI

10.1086/671935

Abstract

Designing infrastructures to support instruction remains a challenge in educational reform. This article reports on a study of one school system's efforts to redesign its infrastructure for mathematics instruction by promoting teacher leadership. Using social network and interview data from 12 elementary schools, we explore how the district's infrastructure redesign efforts were internally coherent with and built upon existing infrastructure components. We then explore relations between infrastructure and school practice as captured in the instructional advice- and information-seeking interactions among school staff, finding that teacher leaders emerged as central actors and brokers of advice and information about mathematics within and between schools. Further, changes in school advice and information networks were associated with shifts in teachers' beliefs about and practices in mathematics toward inquiry-oriented approaches consistent with district curriculum. We argue that the district's redesign efforts to support teacher leadership coupled district curriculum and school and classroom practice in mathematics.

Project

Policy, Administration, Technical Core

Share

COinS
 

Date Posted: 20 December 2016

This document has been peer reviewed.