Building STEM in Schools: An Australian Cross-case Analysis.
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| Title: | Building STEM in Schools: An Australian Cross-case Analysis. |
|---|---|
| Authors: | Falloon, Garry1 garry.falloon@mq.edu.au, Stevenson, Michael1 michael.stevenson@mq.edu.au, Beswick, Kim2 k.beswick@unsw.edu.au, Fraser, Sharon3 sharon.fraser@utas.edu.au, Geiger, Vincent4 vincent.geiger@acu.edu.au |
| Source: | Educational Technology & Society. Oct2021, Vol. 24 Issue 4, p110-122. 13p. |
| Subject Terms: | *Educational leadership, *School administrators, *Curriculum planning, *School buildings, *STEM education, *School environment, Disruptive innovations |
| Abstract: | The Principals as STEM Leaders (PASL) project was an Australian Government-funded national research and professional learning programme for principals, aimed at building STEM leadership capacity. The project involved cluster-based delivery of six learning modules and generation of case studies outlining schools' different approaches to STEM education and STEM leadership. This article analyses factors contributing to the development of four contrasting schools' STEM profiles, identifying the unique approaches and leadership strategies each adopted in designing STEM curriculum for meeting the learning needs of their diverse students. It positions these schools' endeavours within the broader PASL professional learning programme, adding to the limited body of empirical work detailing different approaches schools take to the "STEM challenge," which, for most, presents a disruptive innovation to traditional curriculum and structures. The vital role of school leaders in communicating a clear, evidence-based vision for STEM and also "walking the talk" and being highly engaged in STEM programmes, was a common feature across the cases. This built relational trust, and a strong whole-ofschool commitment to and understanding of STEM, to some extent mitigating the challenges of rigid curriculum and external assessment requirements. The study highlights the complex interaction of professional learning, leadership, curriculum design, pedagogy, and school culture in establishing innovative STEM programmes in schools. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 153334825 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Building STEM in Schools: An Australian Cross-case Analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Falloon%2C+Garry%22">Falloon, Garry</searchLink><relatesTo>1</relatesTo><i> garry.falloon@mq.edu.au</i><br /><searchLink fieldCode="AR" term="%22Stevenson%2C+Michael%22">Stevenson, Michael</searchLink><relatesTo>1</relatesTo><i> michael.stevenson@mq.edu.au</i><br /><searchLink fieldCode="AR" term="%22Beswick%2C+Kim%22">Beswick, Kim</searchLink><relatesTo>2</relatesTo><i> k.beswick@unsw.edu.au</i><br /><searchLink fieldCode="AR" term="%22Fraser%2C+Sharon%22">Fraser, Sharon</searchLink><relatesTo>3</relatesTo><i> sharon.fraser@utas.edu.au</i><br /><searchLink fieldCode="AR" term="%22Geiger%2C+Vincent%22">Geiger, Vincent</searchLink><relatesTo>4</relatesTo><i> vincent.geiger@acu.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Oct2021, Vol. 24 Issue 4, p110-122. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22School+buildings%22">School buildings</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Disruptive+innovations%22">Disruptive innovations</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The Principals as STEM Leaders (PASL) project was an Australian Government-funded national research and professional learning programme for principals, aimed at building STEM leadership capacity. The project involved cluster-based delivery of six learning modules and generation of case studies outlining schools' different approaches to STEM education and STEM leadership. This article analyses factors contributing to the development of four contrasting schools' STEM profiles, identifying the unique approaches and leadership strategies each adopted in designing STEM curriculum for meeting the learning needs of their diverse students. It positions these schools' endeavours within the broader PASL professional learning programme, adding to the limited body of empirical work detailing different approaches schools take to the "STEM challenge," which, for most, presents a disruptive innovation to traditional curriculum and structures. The vital role of school leaders in communicating a clear, evidence-based vision for STEM and also "walking the talk" and being highly engaged in STEM programmes, was a common feature across the cases. This built relational trust, and a strong whole-ofschool commitment to and understanding of STEM, to some extent mitigating the challenges of rigid curriculum and external assessment requirements. The study highlights the complex interaction of professional learning, leadership, curriculum design, pedagogy, and school culture in establishing innovative STEM programmes in schools. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 110 Subjects: – SubjectFull: Educational leadership Type: general – SubjectFull: School administrators Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: School buildings Type: general – SubjectFull: STEM education Type: general – SubjectFull: School environment Type: general – SubjectFull: Disruptive innovations Type: general Titles: – TitleFull: Building STEM in Schools: An Australian Cross-case Analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Falloon, Garry – PersonEntity: Name: NameFull: Stevenson, Michael – PersonEntity: Name: NameFull: Beswick, Kim – PersonEntity: Name: NameFull: Fraser, Sharon – PersonEntity: Name: NameFull: Geiger, Vincent IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 24 – Type: issue Value: 4 Titles: – TitleFull: Educational Technology & Society Type: main |
| ResultId | 1 |
