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Friday, November 18 • 8:00am - 9:10am
Facilitating Student Learning in Science, Math, and Technology

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Predicting Science Leadership Behaviors for the NGSS: The Influence of Principals’ Background, Context, and Self-Ef cacy. Kathleen Winn, UCEA/University of Virginia

Thousands of elementary principals in the U.S. are working to implement the Next Generation Science Standards (NGSS) as part of their science education policy agenda. This study uses self-reported survey data from elementary principals (N = 667) serving in 13 NGSS states to analyze how principals’ backgrounds, contexts, and levels of self-ef cacy help predict principals’ engagement of instructional leadership behaviors in science.

Instructional Leadership for K-8 Science: Measuring Leadership Content Knowledge for Science Practices (LCK-SP). Rebecca Lowenhaupt, Boston College; Rebecca Katsh-Singer, Brandeis University; Katherine McNeill, Boston College; Kyle Fagan, Boston College

Despite the important role principals play as instructional leaders, there remains much to learn about the knowledge principals use to supervise instruction, particularly across subject areas. This paper focuses on K-8 science reform. We have explored the leadership content knowledge (LCK) principals need to develop in order to help teachers adapt their practice. We present the design process for an instrument to measure LCK, findings from a pilot, and implications for leadership training and practice.

“Why” Before “How”: Framing Technology Reform in Houston Independent School District. David Casalaspi, Michigan State University

This study applies collective action framing theory to the problem of 1:1 technology implementation in Houston Independent School District (HISD). Drawing on document sources and interviews with district elites, it describes how issue framing and policy messaging helped secure implementation success. HISD crafted resonant issue frames that effectively justi ed 1:1 and mobilized educators and stakeholders to embrace it. Sources of frame resonance included frame consistency and exibility, experiential commensurability, and credible leadership.

The School Leaders’ Role in Students’ Mathematics Achievement Through the Lens of Complexity Theory. Emma Bullock, Utah State University

This explanatory sequential mixed methods study, utilizing both survey (N = 250) and focus group (N = 24) data from K-12 principals in a midwestern state, serves to inform current school leaders, and future research, on aspects of school leadership through the lens of complexity theory, including the use of the School Leadership in a Complex Adaptive System (SL-CAS) Framework to understand the role school leaders play in students’ mathematics achievement.

Friday November 18, 2016 8:00am - 9:10am
Detroit Marriott at the Renaissance Center: Floor 5 - Duluth B

Attendees (4)