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Leadership Matters

Three Transformative Leadership Practices

Building capacity and fostering a culture of commitment to science teaching and learning in an elementary school district

References

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  • Cervetti, G. N., J. Barber, R. Dorph, P. D. Pearson, and P. G. Goldschmidt. 2012. “The Impact of an Integrated Approach to Science and Literacy in Elementary School Classrooms.” Journal of Research in Science Teaching 49 (5): 631–658.
  • Darling-Hammond, L., M. E. Hyler, and M. Gardner. 2017. Effective Teacher Professional Development (Research Brief). Palo Alto, CA: Learning Policy Institute.
  • Doan, S., and A. Lucero. 2021. Changing the Subject: K-12 Teachers’ Use of and Access to Science-Specific Instructional Materials, Feedback, and Professional Learning. Data Note: Insights from the American Educator Panels. Research Report. RR-A134-7. Santa Monica, CA: RAND Corporation.
  • Fensham, P. J. 2009. “The Link between Policy and Practice in Science Education: The Role of Research.” Science Education 93 (6): 1076–1095.
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  • National Academies of Sciences, Engineering, and Medicine (NASEM). 2021. Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators. Washington, DC: The National Academies Press
  • Whitworth, B. A., J. L. Maeng, L. B. Wheeler, and J. L. Chiu. 2017. “Investigating the Role of a District Science Coordinator.” Journal of Research in Science Teaching 54 (7): 914–936.
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