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Investigating Discourses for Administrators' Learning within Instructional Rounds

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Title: Investigating Discourses for Administrators' Learning within Instructional Rounds
Language: English
Authors: Allen, David, Roegman, Rachel, Hatch, Thomas
Source: Educational Management Administration & Leadership. Sep 2016 44(5):837-852.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Descriptors: Teaching Methods, School Districts, Superintendents, Leadership Training, Networks, Professional Development, Qualitative Research, Instructional Leadership, Discourse Analysis, Inquiry, Administrator Education
DOI: 10.1177/1741143215574507
ISSN: 1741-1432
Abstract: Instructional rounds is a professional learning practice for supporting school and district leaders' understanding of the instructional core, the interaction among curricular content, instruction, and student learning, which is a foundation for instructional leadership practices. This article examines instructional rounds visits within a network of school district superintendents in a northeastern state of the USA over five years. It investigates how discussions within visits demonstrate features of discourse that afford opportunities for learning, that is, those that employ specific evidence in interpreting classroom practice. The analysis suggests that such instruction-specific discourse can be initiated by facilitators or participants. However, instruction-specific discourse is relatively rare and easily threatened, thus limiting opportunities for learning. The article offers implications for enhancing opportunities for instruction-specific discourse, thus making instructional rounds more generative of learning.
Abstractor: As Provided
Number of References: 36
Entry Date: 2016
Accession Number: EJ1112160
Database: ERIC
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  Data: Investigating Discourses for Administrators' Learning within Instructional Rounds
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  Data: <searchLink fieldCode="SO" term="%22Educational+Management+Administration+%26+Leadership%22"><i>Educational Management Administration & Leadership</i></searchLink>. Sep 2016 44(5):837-852.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Superintendents%22">Superintendents</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Training%22">Leadership Training</searchLink><br /><searchLink fieldCode="DE" term="%22Networks%22">Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Education%22">Administrator Education</searchLink>
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  Data: 10.1177/1741143215574507
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  Data: Instructional rounds is a professional learning practice for supporting school and district leaders' understanding of the instructional core, the interaction among curricular content, instruction, and student learning, which is a foundation for instructional leadership practices. This article examines instructional rounds visits within a network of school district superintendents in a northeastern state of the USA over five years. It investigates how discussions within visits demonstrate features of discourse that afford opportunities for learning, that is, those that employ specific evidence in interpreting classroom practice. The analysis suggests that such instruction-specific discourse can be initiated by facilitators or participants. However, instruction-specific discourse is relatively rare and easily threatened, thus limiting opportunities for learning. The article offers implications for enhancing opportunities for instruction-specific discourse, thus making instructional rounds more generative of learning.
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      – SubjectFull: School Districts
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