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Navigating Teacher Leaders' Complex Relationships Using a Distributed Leadership Framework.

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Title: Navigating Teacher Leaders' Complex Relationships Using a Distributed Leadership Framework.
Authors: Klein, Emily J.1 kleine@mail.montclair.edu, Taylor, Monica2 taylorm@mail.montclair.edu, Munakata, Mika2 munakatam@mail.montclair.edu, Trabona, Kristen3 trabonak1@mail.montclair.edu, Rahman, Zareen4 rahmanz1@mail.montclair.edu, McManus, Jason4 mcmanusj1@mail.montclair.edu
Source: Teacher Education Quarterly. Spring2018, Vol. 45 Issue 2, p89-112. 24p.
Subject Terms: *Educational leadership, *Science teachers, *Career development, *Science education, *Learning
Abstract: This article presents findings from a multi-year, qualitative study of K-12 science teacher fellows involved in a grant-funded professional development program. This research hones in on Year 2 where we examine the actions our fellows have taken in their districts as science teacher leaders and their sense of agency. The following main themes emerged in the data: how science teacher leaders see personal/organizational change as a process; the importance of differentiated mentoring and support; the fellows' acceptance of roadblocks as part of the growth process; and finally, the value of reflection as a means to sustain leadership efforts beyond the fellowship. We explore the implications for professional development programs in districts, and in particular, those that address the need to cultivate teacher leadership. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Education Quarterly is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Navigating Teacher Leaders' Complex Relationships Using a Distributed Leadership Framework.
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  Data: <searchLink fieldCode="AR" term="%22Klein%2C+Emily+J%2E%22">Klein, Emily J.</searchLink><relatesTo>1</relatesTo><i> kleine@mail.montclair.edu</i><br /><searchLink fieldCode="AR" term="%22Taylor%2C+Monica%22">Taylor, Monica</searchLink><relatesTo>2</relatesTo><i> taylorm@mail.montclair.edu</i><br /><searchLink fieldCode="AR" term="%22Munakata%2C+Mika%22">Munakata, Mika</searchLink><relatesTo>2</relatesTo><i> munakatam@mail.montclair.edu</i><br /><searchLink fieldCode="AR" term="%22Trabona%2C+Kristen%22">Trabona, Kristen</searchLink><relatesTo>3</relatesTo><i> trabonak1@mail.montclair.edu</i><br /><searchLink fieldCode="AR" term="%22Rahman%2C+Zareen%22">Rahman, Zareen</searchLink><relatesTo>4</relatesTo><i> rahmanz1@mail.montclair.edu</i><br /><searchLink fieldCode="AR" term="%22McManus%2C+Jason%22">McManus, Jason</searchLink><relatesTo>4</relatesTo><i> mcmanusj1@mail.montclair.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Education+Quarterly%22">Teacher Education Quarterly</searchLink>. Spring2018, Vol. 45 Issue 2, p89-112. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink>
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  Data: This article presents findings from a multi-year, qualitative study of K-12 science teacher fellows involved in a grant-funded professional development program. This research hones in on Year 2 where we examine the actions our fellows have taken in their districts as science teacher leaders and their sense of agency. The following main themes emerged in the data: how science teacher leaders see personal/organizational change as a process; the importance of differentiated mentoring and support; the fellows' acceptance of roadblocks as part of the growth process; and finally, the value of reflection as a means to sustain leadership efforts beyond the fellowship. We explore the implications for professional development programs in districts, and in particular, those that address the need to cultivate teacher leadership. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teacher Education Quarterly is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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