Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
The Theoretical And Empirical Basis Of Teacher Leadership: A Review Of The Literature, Julianne A. Wenner, Todd Campbell
The Theoretical And Empirical Basis Of Teacher Leadership: A Review Of The Literature, Julianne A. Wenner, Todd Campbell
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The current review examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. Within this review, the most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of …
Urban Elementary Science Teacher Leaders: Responsibilities, Supports, And Needs, Julianne A. Wenner
Urban Elementary Science Teacher Leaders: Responsibilities, Supports, And Needs, Julianne A. Wenner
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The challenge of science achievement gaps is one that scholars have struggled to solve. Teacher leadership holds great promise in closing those gaps. Therefore, the purpose of the research reported here was to explore the responsibilities and supports of formally designated science teacher leaders (STLs) in urban elementary schools that have been successful in closing science achievement gaps. Using York-Barr and Duke’s (2004) review on teacher leadership as a framework, findings from this study indicate that urban elementary STLs emphasize certain dimensions of practice (e.g., building partnerships) while deemphasizing or even omitting others (e.g., working with preservice teachers). Findings also …