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Building STEM in schools : an Australian cross-case analysis

- Falloon, Garry, Stevenson, Michael, Beswick, Kim, Fraser, Sharon, Geiger, Vincent

  • Authors: Falloon, Garry , Stevenson, Michael , Beswick, Kim , Fraser, Sharon , Geiger, Vincent
  • Date: 2021
  • Type: Text , Journal article
  • Relation: Educational Technology Vol. 24, no. 4 (2021), p. 110-122
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  • Description: 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

Educational leaders’ perceptions of STEM education revealed by their drawings and texts

- Hatisaru, Vesife, Falloon, Garry, Seen, Andrew, Fraser, Sharon, Powling, Markus, Beswick, Kim

  • Authors: Hatisaru, Vesife , Falloon, Garry , Seen, Andrew , Fraser, Sharon , Powling, Markus , Beswick, Kim
  • Date: 2023
  • Type: Text , Journal article
  • Relation: International Journal of Mathematical Education in Science and Technology Vol. 54, no. 8 (2023), p. 1437-1457
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  • Description: This study explored school principals' and teacher educators' perceptions of STEM education based on how they described STEM as a discipline, their understanding of the nature of teaching and learning of STEM, and the capabilities of a STEM-educated person. Data were generated through the Draw a STEM Learning Environment (D-STEM) instrument comprising drawn and written descriptions where participants drew a picture of a STEM learning environment and completed five prompt statements about what STEM is and how an individual develops personal STEM capability. The Legitimation Code Theory (LCT) specialization codes were used for data analysis (198 individual response items in total) to understand how the participants perceive STEM education. Almost half the participant responses indicated knowledge-code perceptions with a smaller but significant number (approximately a third of responses) indicating knower-code perceptions. The remaining responses showed élite-code perceptions, indicating a small proportion of participants valued the development of both disciplinary knowledge/practices and generic skills/attributes in STEM education. We posit that curriculum structure and reporting requirements influence these perceptions. Further research in relation to the influence of such understandings on enacted curriculum is warranted. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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