Graduate Studies

 

First Advisor

Lawrence Scharmann

Degree Name

Doctor of Education (Ed.D.)

Department

Teaching, Curriculum, and Learning

Date of this Version

7-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Studies (Teaching, Curriculum, and Learning)

Under the supervision of Professor Lawrence Scharmann

Lincoln, Nebraska, July 2024

Comments

Copyright 2024, Theresa Haack. Used by permission

Abstract

This dissertation looks at the impact of instructional leadership in mathematics teaching on teachers at various stages in their careers. Using a case study methodology, the researcher explores the nuanced needs and effective strategies for beginning, mid-career, and established teachers. Peer instructional leaders provided data that involved a mix of qualitative methods, including surveys, interviews, and questionnaires, targeting five assistant principals selected randomly from diverse school environments. The study identifies common themes and differences in instructional approaches, highlighting how strategies vary and overlap across different career stages. Analysis gives insights into the practical application of leadership in educational settings, emphasizing the role of instructional leaders in teachers' professional growth and improving student learning outcomes in mathematics. The findings suggest actionable implications for future professional development and leadership practices. This research offers a snapshot of current practices and potential areas for improvement in math instructional leadership.

Advisor: Lawrence Scharmann

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