This dissertation provides a conceptual model of distributed instruction in order to contribute to theory development regarding connections between distributed leadership and multiple dimensions of instructional practice.It also contributes a grounded theory approach to detecting a construct of distributed instruction across teachers’ instructional practices.This construct and its detection across teachers’ instruction introduces a new and emergent method of detecting a progression of instructional policy and practice alignment within the instructional dynamics of teachers working closely with an instructional leader.
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Distributed Instruction as a Grounded Theory Approach to Detecting a Relationship Between Distributed Leadership and Instruction.