Understanding District Central Office Curriculum Administrators through Collaboration and Curriculum Leadership
| Autor: | Cox, Christopher |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
School Administration
Education Educational Leadership Curriculum Development district central office district central office curriculum administrator curriculum leadership teaching and learning curriculum leadership collaboration social network communities of practice social capital professional capital |
| Druh dokumentu: | Text |
| Popis: | This study revealed the complexities of curriculum leadership experienced by district central office curriculum administrators and how collaborations with each other led to unique, timely, and vetted resources. The study examined district central office curriculum administrators in a four county region of a Midwestern state and sought to answer three questions: How do central office curriculum administrators characterize and enact curriculum leadership? How do central office curriculum administrators collaborate with colleagues from other districts in similar positions? And, How does collaboration influence curriculum leadership? Through a conceptual lens focused on social structures of networks and communities of practice; social relationships including brokers and boundary spanners; and social interactions rooted in collaboration, this mixed methods study revealed three sets of findings. First, curriculum administrators’ ubiquitous and complex curriculum leadership tended to three interrelated dimensions: student and teacher learning; curriculum artifacts and practices; and leadership grounded in systemic thinking, process development, relationship building, and leadership cultivation. The second set of findings uncovered that curriculum administrators collaborated in several types of settings (incidental, small group, and large group) while also revealing that depths of collaboration primarily included networking, partnering, and cooperating. The third set of findings established that curriculum administrators accessed and developed professional capital (human, social, and decisional) with other curriculum administrators to bolster their curriculum leadership to navigate a complex educational landscape by way of situational collaboration. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|