Feedback: An Exploratory Case Study Examining Administrative Expertise on Intermediate Mathematical Pedagogy

Date
2021
Authors
Livornese, Jennifer
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Literature has focused on the need for middle and high school leaders to extend relevant feedback to mathematics teachers. Further research filled a gap in research by exploring perceptions of the feedback given to elementary mathematics teachers. Theoretical foundations of the study integrated leadership and constructivist theories to investigate the phenomenon. The research questions explored the relevance of feedback received from school leaders and teacher perception of school leader mathematics expertise. The purpose of the qualitative exploratory case study was to investigate teacher and school leader perceptions of expert mathematical feedback on teacher pedagogy in intermediate mathematics in Florida. The problem was the scope and relevance of content-based feedback delivered by school leaders to intermediate mathematics teachers in elementary schools did not provide adequate means for improved teacher pedagogy. The population was a purposively selected sample of 13 teachers and three school leaders who experienced mathematics feedback as the giver or receiver. Data were collected using virtual and face-to-face semi-structured interviews and electronic open- and closed-ended questionnaires. Data analysis utilized an inductive approach, assigning labels to phrases, sentences, or paragraphs in a descriptive or summative manner. Three themes emerged from the investigation: the influence of feedback in mathematics on classroom instruction, the difference content expertise makes in the relevance of feedback, and the relationship between building capacity in a content area and instructional leadership practices. Results indicated school leaders and teachers benefit from the study through deeper understanding of how content expertise can tailor feedback to improve elementary mathematical pedagogy.
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