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CPRE : Consortium for Policy Research in Education

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Journal Article

Infrastructure Redesign and Instructional Reform in Mathematics

Designing infrastructures to support instruction remains a challenge in educational reform. This article reports on a study of one school system’s efforts to redesign its infrastructure for mathematics instruction by promoting teacher leadership. Using social network and interview data from 12  elementary schools, we explore how the district infrastructure redesign efforts were internally coherent with and built upon existing infrastructure components. We then explore relations between infrastructure and school practice as captured in the instructional advice- and information-seeking interactions among school staff, finding that teacher leaders emerged as central actors and brokers of advice and information about mathematics within and between schools. Further, changes in school advice and information networks were associated with shifts in teachers’ beliefs about and practices in mathematics toward inquiry-oriented approaches consistent with district curriculum. We argue that the district’s redesign efforts to support teacher leadership coupled district curriculum and school and classroom practice in mathematics.

This article appeared in the Elementary School Journal, volume 114, number 2.

Authors

Megan Hopkins, James P. Spillane, Paula Jakopovic, Ruth M. Heaton

Publication Date

December 2013