Abstract
While principals and systemic leaders have a significant role to play in leading, supportingand structuring mathematics education, their influence tends to be indirect and general.However, middle leaders such as curriculum leaders, senior teachers, and faculty heads,exercise their leadership much closer to the classroom, and as such they can have a moredirect influence on the quality of teaching and learning in schools. To improve mathematicslearning outcomes of student, it is crucial that educational leading is practiced by thosewith the greatest capacity to bring about positive practical and sustainable change ' middleleaders. These school-based curriculum leaders can promote this development by engagingin forms of Critical Participatory Action Research that allows them to improve the qualityof teaching and learning through an evidence-driven, site-based, collaborative approach.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia |
| Subtitle of host publication | Mathematics Education in the Margins |
| Editors | Margaret Marshman, Vince Geiger, Anne Bennison |
| Place of Publication | Adelaide |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 277-284 |
| Number of pages | 8 |
| Publication status | Published - 2015 |
| Event | 38th Mathematics Education Research Group of Australasia (MERGA) Conference 2015 - University of the Sunshine Coast, Brisbane, Australia Duration: 28 Jun 2015 → 02 Jul 2015 https://web.archive.org/web/20150609074525/http://www.merga.net.au/conferences.html |
Conference
| Conference | 38th Mathematics Education Research Group of Australasia (MERGA) Conference 2015 |
|---|---|
| Abbreviated title | Mathematics Education in the Margins |
| Country/Territory | Australia |
| City | Brisbane |
| Period | 28/06/15 → 02/07/15 |
| Internet address |