M
Melinda M. Mangin
Researcher at Rutgers University
Publications - 26
Citations - 897
Melinda M. Mangin is an academic researcher from Rutgers University. The author has contributed to research in topics: Teacher leadership & Instructional leadership. The author has an hindex of 12, co-authored 23 publications receiving 815 citations. Previous affiliations of Melinda M. Mangin include Michigan State University.
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Facilitating Elementary Principals' Support for Instructional Teacher Leadership.
TL;DR: In this article, an exploratory study examines conditions that lead elementary principals to support the work of school-based instructional teacher leaders and asks, How do principals' knowledge of knowledge and knowledge transfer affect their support of teacher leaders?
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Leading Coherent Professional Development: A Comparison of Three Districts
TL;DR: In this paper, a comparison of three urban school systems suggests that district offices can influence teaching through professional development, and that district leaders can structure their programs to provide coherent and content-focused professional development.
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How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching
TL;DR: This article examined one district's efforts to use literacy coaching as a means to facilitate system-wide changes in literacy practice and found that coaching is framed as both a means for systemic and individual reform.
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Teacher Leader Model Standards Implications for Preparation, Policy, and Practice
TL;DR: Teacher leadership is increasingly recognized as a resource for instructional improvement as discussed by the authors, and teacher leader initiatives have expanded rapidly despite limited knowledge about how to prep teachers for instruction improvement, which is a challenge for teachers.
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Distributed Leadership and the Culture of Schools: Teacher Leaders’ Strategies for Gaining Access to Classrooms
TL;DR: Formal teacher leadership roles, such as coach and coordinator, have become a standard component of education reform efforts intended to support teachers' instructional improvement efforts as discussed by the authors. Yet the c...