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Leadership for School Numeracy: How School Leaders' Knowledge and Attitudes Impact Student Mathematics Achievement

Walker-Glenn, Michelle L.
http://rave.ohiolink.edu/etdc/view?acc_num=miami1271640843

Abstract Details

2010, Doctor of Philosophy, Miami University, Educational Leadership.
Although most high schools espouse school-wide literacy initiatives, few schools place equal emphasis on numeracy, or quantitative literacy. This lack of attention to quantitative skills is ironic in light of documented deficiencies in student mathematics achievement. While significant research exists regarding best practices for mathematics teaching, little research exists around best practices for leadership that supports student mathematics achievement. The purpose of this study was to explore a possible connection between school leaders‘ mathematics background and student mathematics achievement. Specifically, the study explores the potential importance of principals‘ attitudes and beliefs about mathematics, as well as knowledge of mathematics, as they impact a principal‘s ability to lead mathematics reform initiatives (i.e. the National Council of Teachers of Mathematics). The study focuses on students and administrators at secondary schools. The study used mixed methods, employing quantitative research (survey questionnaire, data-base analysis) and qualitative research (interviews). The survey was administered to Ohio principals participating in the High Schools That Work (HSTW) network. Eight survey respondents participated in follow-up interviews focusing on indicators of mathematics program success and mathematics teacher strength, as well as emphasis on numeracy across the curriculum. While the study did not yield significant correlations directly linking a principal‘s background to student achievement data, interviews conducted in conjunction with the statistical analysis did produce interesting results. Findings include insights into how a principal‘s mathematical background impacts his/her approach to mathematics program evaluation and mathematics teacher evaluation. Principal interviews offered insights into views on equal access to rigorous mathematics courses, perceptions of emphasis on numeracy, and perspectives on the importance of content knowledge versus interpersonal skills, as critical traits of mathematics teachers.
Sally Lloyd, Dr. (Committee Co-Chair)
Frances Fowler, Dr. (Committee Co-Chair)
Steven Thompson, Dr. (Committee Member)
Kate Rousmaniere, Dr. (Committee Member)
Iris Johnson, Dr. (Committee Member)
125 p.
Education; Mathematics Education; School Administration
mathematics; numeracy; quantitative literacy; school leadership; school adminstration; school reform; NCTM Principles; High Schools That Work; mathematics education; principals' content knowledge

Recommended Citations

Citations

  • Walker-Glenn, M. L. (2010). Leadership for School Numeracy: How School Leaders' Knowledge and Attitudes Impact Student Mathematics Achievement [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1271640843

    APA Style (7th edition)

  • Walker-Glenn, Michelle. Leadership for School Numeracy: How School Leaders' Knowledge and Attitudes Impact Student Mathematics Achievement. 2010. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1271640843.

    MLA Style (8th edition)

  • Walker-Glenn, Michelle. "Leadership for School Numeracy: How School Leaders' Knowledge and Attitudes Impact Student Mathematics Achievement." Doctoral dissertation, Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1271640843

    Chicago Manual of Style (17th edition)

miami1271640843
799
© 2010, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.