• About
    • Login
    View Item 
    •   Institutional Repository Home
    • Electronic Theses and Dissertations
    • Electronic Theses and Dissertations
    • View Item
    •   Institutional Repository Home
    • Electronic Theses and Dissertations
    • Electronic Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of Institutional RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDepartmentThis CollectionBy Issue DateAuthorsTitlesSubjectsDepartment

    My Account

    LoginRegister

    Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction

    Larbi-Cherif, Adrian Mohamed
    : https://etd.library.vanderbilt.edu/etd-03262017-185728
    http://hdl.handle.net/1803/11453
    : 2017-03-27

    Abstract

    Several studies have identified positive relationships between strong principal instructional leadership and improved student outcomes. However, few researchers have examined how principals influence the nature of instruction, particularly as it relates to ambitious goals for student learning. I conducted a mixed-methods analysis to investigate relationships between principals’ understanding of inquiry-oriented mathematics instruction, district context, school context, and the extent to which they implemented strategies that had the potential to support teachers’ development of ambitious instructional practices. In a logistic regression analysis, I found district membership significantly predicted the implementation of improvement strategies rather than principals’ understanding of inquiry-oriented mathematics instruction. A follow-up qualitative analysis revealed that principals who implemented improvement strategies often sought out other instructional leaders (e.g. district math specialists, school math coach) to both diagnose issues in current math instruction and facilitate learning events (e.g. professional development) to foster improvements in the quality of instruction. Additionally, principals who implemented instructional improvement strategies worked in districts that provided more support for principals as instructional leaders and worked with teachers who had greater instructional expertise. Additional research is needed to understand how principals come to recognize and value instructional leaders with expertise in inquiry-oriented math instruction.
    Show full item record

    Files in this item

    Icon
    Name:
    LarbiCherif.Dissertation.pdf
    Size:
    2.131Mb
    Format:
    PDF
    View/Open

    This item appears in the following collection(s):

    • Electronic Theses and Dissertations

    Connect with Vanderbilt Libraries

    Your Vanderbilt

    • Alumni
    • Current Students
    • Faculty & Staff
    • International Students
    • Media
    • Parents & Family
    • Prospective Students
    • Researchers
    • Sports Fans
    • Visitors & Neighbors

    Support the Jean and Alexander Heard Libraries

    Support the Library...Give Now

    Gifts to the Libraries support the learning and research needs of the entire Vanderbilt community. Learn more about giving to the Libraries.

    Become a Friend of the Libraries

    Quick Links

    • Hours
    • About
    • Employment
    • Staff Directory
    • Accessibility Services
    • Contact
    • Vanderbilt Home
    • Privacy Policy