the Characteristics of Effective Secondary Math and Science instructional Facilitators and the Necessary Support Structures As Perceived By Practitioners and Principals
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Fall 2011
Abstract
Instructional facilitators are known by a variety of titles depending on the school district in which they are employed. They are sometimes called instructional coaches, teacher leaders, lead teachers, and instructional specialist (Denton & Hasbrouck, 2009). Throughout this study, the title instructional facilitator was used and will refer to secondary math or science instructional facilitators who are housed at least one day per week on a campus. This study is a mixed-methods descriptive study which has identified character traits, specials skill, and talents possessed by effective secondary math and science instructional facilitators as perceived by practicing facilitators and principals and assistant principals who work along side instructional facilitators. Specific job training to help ensure the success of a facilitator was identified as viewed by both facilitators and principals. Additionally, this study compared the perceptions of practicing facilitators and principals to determine if significant differences exist with respect to perceptions of staff development opportunities, support structures, and resources available for instructional facilitators.
Advisor
Jane MacDonald
Subject Categories
Education | Educational Administration and Supervision
Recommended Citation
Mahagan, Vikki Lynn, "the Characteristics of Effective Secondary Math and Science instructional Facilitators and the Necessary Support Structures As Perceived By Practitioners and Principals" (2011). Electronic Theses & Dissertations. 53.
https://digitalcommons.tamuc.edu/etd/53
