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dc.contributor.authorDonaldson, Irene A.
dc.date.accessioned2017-07-28T23:02:05Z
dc.date.available2017-07-28T23:02:05Z
dc.date.issued2017-04
dc.identifier.urihttp://hdl.handle.net/20.500.11803/674
dc.description.abstractPrincipals are responsible for ensuring the academic achievement of students in mathematics. Researchers have identified that principals who possess a combination of mathematical content knowledge and instructional leadership skills are most effective at increasing the academic achievement of students in mathematics. Yet, many principals do not have a background in mathematics. This capstone provides a review of literature related to the teaching and leadership practices that have been demonstrated to increase the academic achievement of students in mathematics. Additionally, recommendations are provided by which principals can increase their leadership, instructional, and content knowledge, thereby enhancing their ability to ensure the academic success of all students in mathematics.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectInstructional leadershipen_US
dc.subjectStudent success in mathematicsen_US
dc.subjectPrincipal's role in mathematics instructionen_US
dc.subject.lcshEducational leadershipen_US
dc.subject.lcshSchool principalsen_US
dc.subject.lcshMathematics--Study and teachingen_US
dc.titleInstructional Leadership in Mathematics: Compensating for Principals’ Lack of Mathematical Backgrounden_US
dc.typeThesisen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educationen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteCalgaryen_US
cityu.site.countryCanadaen_US


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