LCT-5003

Chan, T., Ridley, A., & Morris, R. (2022). Principals’ perception of their roles as curriculum leaders: A comparison of high, middle, and elementary schools. New Waves - Educational Research & Development, 25(1), 82–98.
This study examines how school principals perceive their roles as curriculum leaders across elementary, middle, and high schools. It explores their responsibilities in curriculum development, implementation, evaluation, and improvement, highlighting commonalities and differences between school levels. The findings emphasize the critical role of principals in ensuring curriculum alignment with educational standards and fostering instructional effectiveness.

Cooney, J.W., & Cohen, M.I. (2024). Multiple logics of curriculum leadership: How a large public school district manages institutional complexity. Educational Administration Quarterly, 60(1), 74–114.
This case study examines how a large public school district navigates competing institutional logics in curriculum leadership. It identifies three coexisting logics such as uniformity, participation, and performance, that shape decision-making processes. The findings highlight how these sometimes-contradictory logics create institutional complexity, influencing leadership strategies and classroom implementation. The study provides insights into how district leaders reconcile competing demands while supporting instructional coherence.

van den Bosch, R. M., Espin, C. A., Pat-El, R. J., & Saab, N. (2019). Improving teachers’ comprehension of curriculum-based measurement progress-monitoring graphs. Journal of Learning Disabilities, 52(5), 413–427.
This research investigates the effectiveness of different instructional approaches in enhancing teachers’ ability to interpret curriculum-based measurement (CBM) progress-monitoring graphs. The study examines how improved comprehension of CBM data enables teachers to make informed instructional decisions, ultimately benefiting student learning. Findings highlight the importance of targeted training to strengthen data-driven decision-making in education.

DPTE & DECTE Lecture Notes: CBC Teacher Training. (2024). Curriculum monitoring [Video]. https://www.youtube.com/watch?v=md2EyAOx9eg
This video highlights how curriculum should be monitored to ensure that it is culturally responsive and meets the needs of all students. A focus is on helping teachers identify areas where they need to improve their teaching methods and help educational institutions make data-driven decisions about resource allocation and program improvement.