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 |
| 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. |
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| ISSN: | 1741-1432 |
| DOI: | 10.1177/1741143215574507 |
