233
Views
0
CrossRef citations to date
0
Altmetric
Research Article

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

, , , &

References

  • Allen, S., Kastelein, K., Mokros, J., Atkinson, J., & Byrd, S. (2020). STEM guides: Professional brokers in rural STEM ecosystems. International Journal of Science Education, Part B, 10(1), 17–35. https://doi.org/10.1080/21548455.2019.1700317
  • Bicer, A., & Capraro, R. M. (2019). Mathematics achievement in the secondary high school context of STEM and non-STEM schools. School Science and Mathematics, 119(2), 61–71. https://doi.org/10.1111/ssm.12321
  • Birmingham, S. (2017). New initiatives to enhance STEM leaders in our schools. Australia, Canberra: The Department of Education, Skills and Employment. https://ministers.dese.gov.au/birmingham/new-initiative-enhance-stem-leaders-our-schools
  • Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. Elder, & K. Luscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619–647). American Psychological Association.
  • Bronfenbrenner, U. (1999). Environments in developmental perspective: Theoretical and operational models. In S. Friedman & T. Wachs (Eds.), Measuring environments across the lifespan: Emerging methods and concepts (pp. 3–28). American Psychological Association.
  • Bronfenbrenner, U., & Morris, P. (2006). The bioecological model of human development. In R. Lerner & W. Damon (Eds.), Handbook of child psychology (pp. 793–829). John Wiley & Sons.
  • Campbell, P., & Jolly, E. (2014). Ten years of engagement, capacity and continuity: Reflections on a trilogy for student success. Science Museum of Minnesota. http://www/SMM.org
  • Carleton College. (2022). Increasing persistence of all students in STEM. http://serc.carleton.edu/liberalarts/capstones/carleton/persistence.html
  • Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2016). Not just a blip in someone’s life: Integrating brokering practices into out-of-school programming as a means of supporting and expanding youth futures. On the Horizon, 24(3), 296–312. https://doi.org/10.1108/OTH-05-2016-0026
  • Crabtree, B., & Miller, W. (1999). A template approach to text analysis: Developing and using codebooks. In B. Crabtree & W. Miller (Eds.), Doing qualitative research (pp. 163–177). Sage.
  • Dupéré, V., Dion, E., Leventhal, T., Archambault, I., Crosnoe, R., & Janosz, M. (2018). High school dropout in proximal context: The triggering role of stressful life events. Child Development, 89(2), 107–122. https://doi.org/10.1111/cdev.12792
  • English, L. (2016). STEM education: K-12 perspectives on integration. International Journal of STEM Education, 3(3), 2–8. https://doi.org/10.1186/s40594-016-0036-1
  • Erdogan, N., & Stuessy, C. (2015). Modelling successful STEM high schools in the United States: An ecological framework. International Journal of Education in Mathematics, Science and Technology, 3(1), 77–92. https://doi.org/10.18404/ijemst.85245
  • Falloon, G. W., Hatzigianni, M., Bower, M., Forbes, A., & Stevenson, M. (2020). Understanding K-12 STEM education: A framework for developing STEM literacy. Journal of Science Education and Technology, 29(3), 369–385. https://doi.org/10.1007/s10956-020-09823-x
  • Griffore, R., & Phenice, L. (2016). Proximal processes and causality in human development. European Journal of Educational and Developmental Psychology, 4(1), 10–16 https://www.eajournals.org/wp-content/uploads/Proximal-Processes-and-Causality-in-Human-Development.pdf.
  • Hannon, V., Thomas, L., Ward, S., & Beresford, T. (2019). Local learning ecosystems: Emerging models. The World Innovation Summit for Education (WISE) Report. https://www.wise-qatar.org/2019-wise-research-learning-ecosystems-innovation-unit
  • Hatisaru, V. (2021). Theory-driven determinants of school students’ STEM career goals: A preliminary investigation. European Journal of STEM Education, 6(1), 02. https://doi.org/10.20897/ejsteme/9558
  • Heffernan, A. (2021). Retaining Australia’s school leaders in challenging contexts: The importance of personal relationships in principal turnover decisions. International Journal of Educational Research, 105, 1–9. https://doi.org/10.1016/j.ijer.2020.101716
  • Jolly, E., Campbell, P., & Perlman, L. (2004). Engagement, capacity and continuity: A trilogy for student success. GE Foundation.
  • Kier, M., & Blanchard, M. (2021). Eliciting students’ voices through STEM career explorations. International Journal of Science and Mathematics Education, 19(1), 151–169. https://doi.org/10.1007/s10763-019-10042-z
  • Kitchen, J., Sonnert, G., & Sadler, M. (2018). The impact of college and university-run high school summer programs on students’ end of high school career aspirations. Science Education, 102(3), 529–547 https://onlinelibrary.wiley.com/doi/full/10.1002/sce.21332.
  • Levin, S., & Bradley, K. (2019). Understanding and addressing principal turnover. National Association of Secondary School Principals’ Learning Policy Institute. https://learningpolicyinstitute.org/product/nassp-understanding-addressing-principal-turnover-review-research-report
  • Liu, P. (2020). Understanding turnaround leadership research: Continuity and change (2009-2016). Educational Management Administration & Leadership, 48(1), 6–24. https://doi.org/10.1177/1741143218807490
  • Marshall, S. (2009). Re-Imagining Specialized STEM academies: Igniting and nurturing decidedly different minds, by design. Roeper Review, 32(1), 48–60. https://doi.org/10.1080/02783190903386884
  • Marynowski, R., Mombourquette, C., & Slomp, D. (2019). Using highly effective student assessment practices as the impetus for school change: A bioecological case study. Leadership and Policy in Schools, 18(1), 117–137. https://doi.org/10.1080/15700763.2017.1384497
  • Moonesar, I., & Mourtada, R. (2015). Persistence in the Abu Dhabi STEM pipeline: Preparing emirati youth for careers in the UAE innovation economy. Technical Report for the Emirates Foundation. The Mohammed Bin Rashid School of Government. Dubai. https://www.mbrsg.ae/home/research/education-policy/persistence-in-the-abu-dhabi-stem-pipeline
  • QSR International. (2018). Nvivo Qualitative Data Analysis Application (v.12). https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/support-services/nvivo-downloads
  • Stehle, S., & Peters-Burton, E. (2019). Developing student 21st century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(39), 2–15. https://doi.org/10.1186/s40594-019-0192-1
  • Stigler, J., & Hiebert, J. (2004). Improving mathematics teaching. Educational Leadership, 61(5), 12–17 https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=e3496dbd-4c5b-4e07-9b0b-b3b25b511f85%40redis.
  • Stukes, F., Chen, H., & Tidwell, T. (2018). Applying the engagement, capacity and continuity trilogy for computing undergraduates at Johnson C. Smith University. In J. Payton, G. Thiruvathukal, J. Burge, F. Stukes, Y. Rankin, & E. Dillon (Eds.), Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Conference (pp. 1–4. IEEE Publications.
  • Superville, D. (2019, December). Principal turnover is a problem: New data could help districts combat it. Education Week. Maryland, Washington DC: Editorial Projects in Education. https://www.edweek.org/leadership/principal-turnover-is-a-problem-new-data-could-help-districts-combat-it/2019/12
  • van der Hurk, A., Meelissen, M., & van Langen, A. (2019). Interventions in education to prevent STEM pipeline leakage. International Journal of Science Education, 41(2), 150–164. https://doi.org/10.1080/09500693.2018.1540897
  • Wallace, T., & Chhuon, V. (2014). Proximal processes in urban classrooms: Engagement and disaffection in urban youth of color. American Educational Research Journal, 51(5), 937–973. https://doi.org/10.3102/0002831214531324
  • Weber, K. (2012). Gender differences in interest, perceived personal capacity, and participation in STEM-related activities. Journal of Technology Education, 24(1), 18–33. https://doi.org/10.21061/jte.v24i1.a.2
  • Yao, S. (2019). The influence of access to informal STEM learning experiences on middle school students’ self-efficacy and interest in STEM [Master of Science in Education Thesis]. University of Kentucky]. https://doi.org/10.13023/etd.2019.046
  • Yoon, C., Chin, S., Moala, J., & Choy, B. (2017). Entering into dialogue about the mathematical value of contextual mathematising tasks. Mathematics Education Research Journal, 30(1), 21–37. https://doi.org/10.1007/s13394-017-0218-2

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.