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 |
|---|---|
| Language: | English |
| Authors: | Garry Falloon, Michael Stevenson, Vesife Hatisaru, Derek Hurrell, Marie Boden |
| Source: | Leadership and Policy in Schools. 2024 23(2):180-202. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | STEM Education, Ecology, Secondary School Students, Females, Principals, Instructional Leadership, Foreign Countries, Interaction, Teacher Attitudes, Student Attitudes, Administrator Attitudes, Educational Environment, Sustainability, Single Sex Schools |
| Geographic Terms: | Australia |
| DOI: | 10.1080/15700763.2022.2094810 |
| ISSN: | 1570-0763 1744-5043 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1426601 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1570-0763 1744-5043 |
| DOI: | 10.1080/15700763.2022.2094810 |
