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The investigators propose a mixed methods (quantitative and qualitative) study of distributed content leadership in middle school mathematics. There is little research on what content, pedagogical, and diagnostic knowledge leaders must have to effectively assist teachers in implementing demands of rigorous mathematics instruction and student learning. This research builds on prior research of the investigators who examined distributed leadership at the elementary school level. However, this research will go much deeper into defining and understanding the leaders and the roles they play.

The project proposes to develop, test, and validate measurement instruments of content leadership practice and knowledge and to examine how content leadership affects how teachers teach. It will also test whether content leadership can be learned. All of this work will be conducted in the context of a Mathematics and Science Partnership (MSP) Teacher Institute for the 21sth Century site.