Urban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subject

James P Spillane, John B. Diamond, Lisa J. Walker, Rich Halverson, Loyiso Jita

Research output: Contribution to journalArticle

106 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)918-940
Number of pages23
JournalJournal of Research in Science Teaching
Volume38
Issue number8
DOIs
StatePublished - Jan 1 2001

ASJC Scopus subject areas

  • Education

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