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Principal Leadership and Proximal Processes in Creating STEM Ecosystems: An Australian Case Study.

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Title: Principal Leadership and Proximal Processes in Creating STEM Ecosystems: An Australian Case Study.
Authors: Falloon, Garry1 (AUTHOR) garry.falloon@mq.edu.au, Stevenson, Michael1 (AUTHOR), Hatisaru, Vesife2,3 (AUTHOR), Hurrell, Derek4 (AUTHOR), Boden, Marie5 (AUTHOR)
Source: Leadership & Policy in Schools. Apr-Jun2024, Vol. 23 Issue 2, p180-202. 23p.
Subject Terms: *Interdisciplinary education, Ecosystems, Trust
Abstract: Improving learning through interdisciplinary STEM has come to the forefront of educational discourse, as schools attempt to attract more students to STEM study. However, little is known about how successful STEM curricula are established and sustained. This study details the establishment and sustaining of an exemplary STEM learning ecosystem in a girls' comprehensive secondary college. Results highlight exemplary STEM ecosystems demand multidimensional principal leadership, that over time, can develop effective generative proximal processes and levels of relational trust needed to implement the disruptive reforms associated with establishing interdisciplinary STEM curricula. Findings identify principals' ongoing engagement in the environment and dispositional and developmental assets are critical to successful school change supporting STEM innovation. [ABSTRACT FROM AUTHOR]
Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd 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
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  Data: Principal Leadership and Proximal Processes in Creating STEM Ecosystems: An Australian Case Study.
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  Data: <searchLink fieldCode="JN" term="%22Leadership+%26+Policy+in+Schools%22">Leadership & Policy in Schools</searchLink>. Apr-Jun2024, Vol. 23 Issue 2, p180-202. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Ecosystems%22">Ecosystems</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink>
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  Data: Improving learning through interdisciplinary STEM has come to the forefront of educational discourse, as schools attempt to attract more students to STEM study. However, little is known about how successful STEM curricula are established and sustained. This study details the establishment and sustaining of an exemplary STEM learning ecosystem in a girls' comprehensive secondary college. Results highlight exemplary STEM ecosystems demand multidimensional principal leadership, that over time, can develop effective generative proximal processes and levels of relational trust needed to implement the disruptive reforms associated with establishing interdisciplinary STEM curricula. Findings identify principals' ongoing engagement in the environment and dispositional and developmental assets are critical to successful school change supporting STEM innovation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd 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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        Value: 10.1080/15700763.2022.2094810
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              Text: Apr-Jun2024
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