School Innovation and K–6 STEM Learning: A Narrative Inquiry

Irvine, Rosemary A.

School Innovation and K–6 STEM Learning: A Narrative Inquiry

Irvine, Rosemary A.

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Publication Type:: Thesis
Issue Date:: 2023

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Field	Value	Language
dc.contributor.author	Irvine, Rosemary A.
dc.date.accessioned	2023-07-06T03:15:55Z
dc.date.available	2023-07-06T03:15:55Z
dc.date.issued	2023
dc.identifier.uri	http://hdl.handle.net/10453/171248
dc.description	University of Technology Sydney. Faculty of Arts and Social Sciences.	en_US.UTF-8
dc.description.abstract	Innovation has become a policy priority internationally, with policymakers worldwide looking to education systems to nurture a generation of innovative and creative future workers to meet social, environmental, and economic challenges. Among the abilities listed as essential in the innovation era, skills in science, technology, engineering, and mathematics (STEM) are acknowledged as paramount for future success and prosperity. Alongside this is an appreciation that the focus in school must change from traditional educational priorities and teaching methods to those which develop students’ skills that prepare them for a society and economy that values innovation. Within this landscape, debate has emerged about the integration or teaching of STEM subjects in schools and the capacity of education systems, many of which feature standardisation as a consequence of neoliberal education reform, to accommodate innovative approaches to STEM education at the school level. Using narrative inquiry, this study investigates innovation in schools and K–6 STEM learning. An international Delphi study was carried out in the initial phase of the research to extrapolate, via the perceptions of experts in the field, a comprehensive definition of school innovation. Phase two involved examples of K–6 STEM learning innovation in schools in Ireland, Australia and the US, uncovering stories through the lived experiences of teachers and school leaders influenced by different educational traditions and policies. The study presents findings that generate fresh and nuanced understandings of school innovation and school innovators, as well as the factors influencing the teaching and leadership of K–6 STEM learning innovation. The primary (K–6) context of the study is significant, given the recent calls for early exposure and intervention in STEM learning. This research establishes a contemporary definition of school innovation, which enables a criteria for evaluating the experiences of STEM learning innovation as well as innovation in schools more broadly. Uncovering the key elements of leadership and school culture associated with innovation in schools, the study also identifies a model of for fostering innovative school leadership. The study produces important findings for the way that innovation is viewed by school systems. The findings imply that school systems should emphasise teacher engagement and professional learning not only for STEM teaching expertise but for the types of capabilities and behaviours suited to innovative teachers and school leaders. Further findings highlight the possibilities and difficulties of school innovation and K–6 STEM learning innovation in the current context of global policy and education reform.	en_US.UTF-8
dc.format	Thesis (PhD)
dc.language.iso	en_US	en_US.UTF-8
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/171248/1/thesis.pdf
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	© 2023 Rosemary A. Irvine
dc.rights	au.edu.uts.lib/cph
dc.title	School Innovation and K–6 STEM Learning: A Narrative Inquiry	en_US.UTF-8
dc.type	Thesis
utslib.copyright.status	open_access	*

Abstract:

Innovation has become a policy priority internationally, with policymakers worldwide looking to education systems to nurture a generation of innovative and creative future workers to meet social, environmental, and economic challenges. Among the abilities listed as essential in the innovation era, skills in science, technology, engineering, and mathematics (STEM) are acknowledged as paramount for future success and prosperity. Alongside this is an appreciation that the focus in school must change from traditional educational priorities and teaching methods to those which develop students’ skills that prepare them for a society and economy that values innovation. Within this landscape, debate has emerged about the integration or teaching of STEM subjects in schools and the capacity of education systems, many of which feature standardisation as a consequence of neoliberal education reform, to accommodate innovative approaches to STEM education at the school level. Using narrative inquiry, this study investigates innovation in schools and K–6 STEM learning. An international Delphi study was carried out in the initial phase of the research to extrapolate, via the perceptions of experts in the field, a comprehensive definition of school innovation. Phase two involved examples of K–6 STEM learning innovation in schools in Ireland, Australia and the US, uncovering stories through the lived experiences of teachers and school leaders influenced by different educational traditions and policies. The study presents findings that generate fresh and nuanced understandings of school innovation and school innovators, as well as the factors influencing the teaching and leadership of K–6 STEM learning innovation. The primary (K–6) context of the study is significant, given the recent calls for early exposure and intervention in STEM learning. This research establishes a contemporary definition of school innovation, which enables a criteria for evaluating the experiences of STEM learning innovation as well as innovation in schools more broadly. Uncovering the key elements of leadership and school culture associated with innovation in schools, the study also identifies a model of for fostering innovative school leadership. The study produces important findings for the way that innovation is viewed by school systems. The findings imply that school systems should emphasise teacher engagement and professional learning not only for STEM teaching expertise but for the types of capabilities and behaviours suited to innovative teachers and school leaders. Further findings highlight the possibilities and difficulties of school innovation and K–6 STEM learning innovation in the current context of global policy and education reform.

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http://hdl.handle.net/10453/171248