Untapped Potential: An Embedded Case Study on Shaping Teacher Leaders' Beliefs about Course Access

This study aims to better understand how teacher leaders influence the detracking of secondary school schedules through the following research questions (a) How and to what extent do teacher leaders have influence on the detracking of the school schedule? (b) What influences teacher beliefs around tracking and how does professional development shift those beliefs? In this embedded case study, I conducted seven semi-structured interviews, gathered data through a questionnaire of 19 teacher leaders, and analyzed documents from the Tamarack school district. However, the key analytic unit of the study was four semi-structured interviews with teacher leaders who participated in a professional development aimed at shifting teacher leaders' beliefs about equity centered school scheduling. Findings revealed the following: 1) leadership and school structures shape teacher agency, 2) teacher leaders focused on technical aspects of the school schedule, 3) when departments identified normative issues of interest, they influenced course offerings and access points, 4) reflection and conversation shifted teacher leader beliefs, 5) beliefs changed based on teacher leaders' experience and training, and 6) department chairs lacked opportunities for professional development. These findings offer several implications for policy, future research, and for practitioners in the field working toward a more equitable school schedule. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]