Transitioning Into Mathematics Curriculum Leadership
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TRANSITIONING INTO MATHEMATICS CURRICULUM LEADERSHIP: A STUDY OF HOW A GRADUATE DEGREE PROGRAM INFLUENCED LEADERS’ VIEWS, ACTIONS, AND RESPONSES A Dissertation presented to the Faculty of the Graduate School University of Missouri In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy By LIZA CUMMINGS Dr. Kathryn B. Chval, Dissertation Advisor JULY 2011 © Copyright by Liza Cummings 2011 All Rights Reserved The undersigned, appointed by the Dean of the Graduate School, have examined the dissertation entitled TRANSITIONING INTO MATHEMATICS CURRICULUM LEADERSHIP: A STUDY OF HOW A GRADUATE DEGREE PROGRAM INFLUENCED LEADERS’ VIEWS, ACTIONS, AND RESPONSES presented by Liza Cummings, a candidate for the degree of doctor of philosophy, and hereby certify that in their opinion, it is worthy of acceptance. Kathryn B. Chval, Ph.D., Committee Chair Dix Pettey, Ph.D., Committee Member E. Frances Arbaugh, Ph.D., Committee Member Óscar Chávez, Ph.D., Committee Member Barbara Reys, Ph.D., Committee Member DEDICATION PAGE This dissertation is dedicated to my two inspirations: (1) My beloved mother, Ms. Mildred Cummings, whose loving spirit sustains me still and (2) My loving son, Antoine Allen Turner, who gives me joy and meaning to love. ACKNOWLEDGEMENTS This dissertation would not have been possible without the guidance and help of several individuals who in one way or another contributed and extended their valuable assistance in the preparation and completion of this study. First and foremost, to the one above us all, the omnipresent God, for answering my prayers and giving me the strength to carry on. Thank You so much dear Lord for allowing Your light to shine through me. My utmost gratitude to Mr. Dennis C. Thompson, whose sincerity, encouragement, perseverance, and friendship I will never forget. You are a Godsend, and I thank God for you. I am forever indebted to you. You have been the catalyst I needed as I hurdled all the obstacles in the completion of this research work. Your steadfast faith in me was much appreciated. Thank you, thank you, thank you! Thank you Dr. Kathryn B. Chval for your unselfish and unfailing support as my dissertation advisor. The knowledge, insight, and time you gave truly helped the progression and smoothness of my dissertation, and I am very appreciative for your contribution. To my committee members, Drs. Dix Pettey, E. Frances Arbaugh, Óscar Chávez, and Barbara Reys, for their contributions to this study. Thanks to each of you for your helpful comments and suggestions for my research study. Your shared insights to the relevance of my study were valuable. To the participants of my study, I thank you. This is your story and I appreciate you for allowing me to share it. Dr. James Tarr, thank you for your persistence. Your counsel and kind words were much appreciated and needed. Thank you also to Drs. Douglas Grouws, John Lannin, ii Robert Reys, and my fellow doctoral colleagues for your continuous encouragement and for tending to my academic growth. Mrs. Anne Estapa and Dr. Maryann Huey, I will treasure the special friendship that we developed working together on research projects. Thank you! My grateful thanks also go to my friends for their support during this process. A special thanks goes to Mrs. Tammie D. Mba, Mrs. Amanda Garner-Brooks, Ms. Sylvia Shead, Ms. Patricia Webb, Ms. Phyllis Anderson, and Miss Jennifer Cotton. Thank you for your prayers, concern, consideration, and steadfast encouragement regarding my academic success. Thank you, Dr. Brenda DuBois, for your guidance through this phase in my life. You are very much appreciated. Last but not least, a fond thank you to my entire family, for their continuous love, kind words, prayers, and support throughout this long arduous journey. Kudos to my son, Antoine Turner, my brother and sisters, Mr. Stacey Cummings, Mrs. Kimberly Cummings-Carter, Miss Linda Cummings, and Miss Jackie Cummings, who have been my champions through it all. Your words of encouragement and love have been heart-felt and much appreciated. Mother would be so proud of you all! I end with the following poem of encouragement that has been my inspiration since being introduced to it: Don’t Quit When things go wrong, as they sometimes will, When the road you’re trudging seems all uphill, When the funds are low and the debts are high, iii And you want to smile, but you have to sigh, When care is pressing you down a bit, Rest, if you must, but don’t you quit. Life is queer with its twists and turns, As every one of us sometimes learns, And many a failure turns about, When he might have won had he stuck it out; Don’t give up though the pace seems slow-- You may succeed with another blow. Often the goal is nearer than, It seems to a faint and faltering man, Often the struggler has given up, When he might have captured the victor’s cup, And he learned too late when the night slipped down, How close he was to the golden crown. Success is failure turned inside out-- The silver tint of the clouds of doubt, And you never can tell how close you are, It may be near when it seems so far, So stick to the fight when you’re hardest hit-- It’s when things seem worst that you must not quit. ∼ Author unknown iv ABSTRACT The purpose of this intrinsic multi-descriptive case study was to explore how a mathematics curriculum leadership graduate degree program influenced seven participants’ views and actions as they transitioned into new mathematics curriculum leadership roles. The mathematics curriculum leadership graduate degree program was a joint partnership between a mid-western school district and a university. The graduate program was designed to support the development of knowledge and competencies related to K-12 mathematics curriculum design, analysis, implementation, and evaluation as well as leadership. Data sources included interviews with the participants in 2005, 2008, and 2011. In addition, the participants wrote journals and responded to writing prompts throughout the three years of the program. Results revealed the mathematics curriculum leadership graduate degree program facilitated the development of specialized knowledge about mathematics curriculum and leadership. The mathematics curriculum leaders changed their views of leadership, how they perceived themselves as leaders, and how they perceived their colleagues’ views of them. The mathematics curriculum leaders assumed new leadership roles and responsibilities and the program influenced how they approached situations that required leadership (e.g., conflict and communication with colleagues) as well as challenges. Based on the unique design of the graduate degree program, the mathematics curriculum leaders drew on the support from other participants in the program. v TABLE OF CONTENTS ACKNOWLEDGEMENTS................................................................................................ ii ABSTRACT ........................................................................................................................v LIST OF TABLES........................................................................................................... xiii LIST OF FIGURES ......................................................................................................... xv LIST OF ABBREVIATIONS......................................................................................... xvi Chapter 1: Introduction........................................................................................................1 Purpose of the Study and Research Question..................................................................3 Definitions and Conceptualizations of Teacher and Curriculum Leadership..................3 Teacher leadership.......................................................................................................4 Conceptualization of teacher leadership......................................................................6 Curriculum leadership. ................................................................................................8 Significance of the Study.................................................................................................9 Chapter 2: Review of the Literature ..................................................................................12 Teacher/Curriculum Leadership Preparation and Professional Development...............17 Formal training. .........................................................................................................19 School districts and universities’ professional development programs.................20 School districts’ professional development programs...........................................21 Professional development programs offered by universities.................................23 Informal training........................................................................................................24 vi Teacher/Curriculum Leadership Actions.......................................................................26 Actions of teacher/curriculum leadership evolve over time......................................27 Teacher/Curriculum Leadership Views.........................................................................29 Challenges Teacher/Curriculum Leaders Encounter.....................................................31 Teacher/curriculum leaders’ roles and responsibilities are not established and explicitly communicated............................................................................................31