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. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 918–940, 2001

No abstract

The Scotia Arc, linking the Magellan region with the Antarctic Peninsula, comprises young and old islands both near continents and isolated, and is the only semi-continuous link between cool temperate and Antarctic environments. It is an ideal region for studies on how marine biodiversity changes across an extended transition zone. Echinoids (sea urchins) and their associated epibionts were found across depths from 91-1045 m, with 19 species from shelf and four from slope depths. The 23 species from 38 trawls represent 31% of all echinoid species known from the Southern Ocean and 38% of the shelf/upper slope echinoids. The specimens collected comprise representatives of the five families Cidaridae, Echinidae, Temnopleuridae, Schizasteridae and Pourtalesiidae. Echinoids are probably a good model for how well we know Antarctic shelf and slope megabenthos; none of the species we report are new to science but we found nine (39%) of our study species present at new localities, some thousands of kilometres from previous findings. New biogeographic ranges are illustrated for Ctenocidaris gigantea, C. nutrix, C. spinosa, Abatus curvidens, A. ingens, A. shackletoni, Amphineustes rostratus, Tripylaster philippi and Pourtalesia aurorae. Southern Ocean echinoids show eurybathy as the mean depth range of our study species was 1241 m and only one was at less than 500 m. The current view of echinoid dominance of super-abundance in the shallows seems to be not transferable to shelf and slope depths as only one of 38 trawls was dominated by echinoids. Current knowledge on maximum sizes in Antarctic echinoids seems to be good as our morphometric measurements were mainly within known size ranges. Regular echinoids increased predictably in mass with increasing test length, apart from Ctenocidaris spinosa. Tissue mass of cidaroid species was~17%, but across irregular species varied from 17.7 -8.9%. No epibionts were found on irregular echinoids or Echinidae but 70 cidaroids examined carried 51 species representing ten classes. Many of these species are reported as cidaroid epibionts for the first time. Cidaroids and their epibionts constituted . 38% of the total macrofaunal richness in the trawls they were present in. Echinoids and their epibionts clearly contribute significantly to Southern Ocean biodiversity but are minor components of biomass except in the shallows.

Purpose The purpose of this paper is to identify the coaching structures that aspiring principals associate with developmentally consequential coaching interactions; identify structural features/functions/attributes that shape a structure’s developmental utility and use; and consider how a multifarious coaching structure might advantage the learning experiences of aspiring principals. Design/methodology/approach This qualitative study included multiple interviews with two cohorts of aspiring principals (n=20) from one preparation program and with their leadership coaches (n=5) and was framed using the theories of social capital and networks, situated learning, and distributed cognition. Findings The authors identified eight coaching structures that aspirants identified as consequential to their learning and development. The authors identified four structural features/functions/attributes that shape a structure’s developmental utility. The authors identified three factors that contribute to the developmental utility of this multifarious coaching model. Research limitations/implications This study includes a relatively small participant sample –70 percent of the aspiring principals from two cohorts within one preparation program. Data do not include direct observations of coaching interactions within the context of individual coaching structures. Practical implications The findings suggest that the structuring of leadership coaching is a critical consideration for those designing leadership coaching programs. This multifarious structuring of leadership coaching created three developmental affordances. Originality/value This paper generates new knowledge for the field of principal preparation related to the structuring of leadership coaching and ways in which structuring can shape aspirant learning experiences. These findings are likely to also be instructive to those interested in coaching more generally.

No abstract