The Practice of 'Middle Leading' in Mathematics Education

Peter John Grootenboer, Christine Edwards-Groves, Karin Ronnerman

Research output: Book chapter/Published conference paperConference paperpeer-review


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 languageEnglish
Title of host publicationProceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia
Subtitle of host publicationMathematics Education in the Margins
EditorsMargaret Marshman, Vince Geiger, Anne Bennison
Place of PublicationAdelaide
PublisherMathematics Education Research Group of Australasia
Number of pages8
Publication statusPublished - 2015
Event38th Mathematics Education Research Group of Australasia (MERGA) Conference 2015 - University of the Sunshine Coast, Brisbane, Australia
Duration: 28 Jun 201502 Jul 2015


Conference38th Mathematics Education Research Group of Australasia (MERGA) Conference 2015
Abbreviated titleMathematics Education in the Margins
Internet address


Dive into the research topics of 'The Practice of 'Middle Leading' in Mathematics Education'. Together they form a unique fingerprint.

Cite this