The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Urban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subject
Abstract
This article explores school leadership for elementary school science teaching in an urban setting. We examine how school leaders bring resources together to enhance science instruction when there appear to be relatively few resources available for it. From our study of 13 Chicago elementary (K–8) schools' efforts to lead instructional change in mathematics, language arts, and science education, we show how resources for leading instruction are unequally distributed across subject areas. We also explore how over time leaders in one school successfully identified and activated resources for leading change in science education. The result has been a steady, although not always certain, development of science as an instructional area in the school. We argue that leading change in science education involves the identification and activation of material resources, the development of teachers' and school leaders' human capital, and the development and use of social capital. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 918–940, 2001
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Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
The Discovery of Grounded Theory: Strategies for Qualitative Research
Glaser, B. G., & Strauss, A. L. (2017) · Aldine (Routledge reprint) · doi:10.4324/9780203793206 · Cited by 25,789
Bourdieu, P. (1990) · doi:10.1515/9781503621749 · Cited by 17,271
Hutchins, E. (1995) · doi:10.7551/mitpress/1881.001.0001 · Cited by 10,801
Investigating School Leadership Practice: A Distributed Perspective
Spillane, J. P., Halverson, R., & Diamond, J. B. (2001) · Educational Researcher · doi:10.3102/0013189x030003023 · Cited by 1,690
Self-citation
Cited by
Ecologies of Parental Engagement in Urban Education
Barton, A. C., Drake, C., Perez, J. G., St. Louis, K., & George, M. (2004) · Educational Researcher · doi:10.3102/0013189x033004003 · Cited by 461
Teacher Teams and Distributed Leadership: A Study of Group Discourse and Collaboration
Scribner, J. P., Sawyer, R. K., Watson, S. T., & Myers, V. L. (2007) · Educational Administration Quarterly · doi:10.1177/0013161x06293631 · Cited by 344
No Child Left Behind and Science Education: Opportunities, Challenges, and Risks
Marx, R. W., & Harris, C. J. (2006) · The Elementary School Journal · doi:10.1086/505441 · Cited by 194
Lee, O., Buxton, C., Lewis, S., & LeRoy, K. (2006) · Journal of Research in Science Teaching · doi:10.1002/tea.20141 · Cited by 108
Becoming an urban science teacher: How beginning teachers negotiate contradictory school contexts
Marco‐Bujosa, L. M., McNeill, K. L., & Friedman, A. A. (2020) · Journal of Research in Science Teaching · doi:10.1002/tea.21583 · Cited by 49
Metadata
- Authors
- Spillane, J. P., Diamond, J. B., Walker, L. J., Halverson, R., & Jita, L.
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2001-09-26
- Volume
- 38
- Issue
- 8
- Pages
- 918-940
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W1526856857
- Cited by
- 197
- References
- 5
- FWCI
- 16.61
- Type
- journal article
- Language
- en
- Open access
- closed
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- Spillane, J. P., Diamond, J. B., Walker, L. J., Halverson, R., & Jita, L. (2001). Urban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subject. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.1039
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