Invitations, Impact, and Involvement: Tales from Successful School-University Partnerships in STEM and STEAM in Australian Schools.

Hunter, J

Invitations, Impact, and Involvement: Tales from Successful School-University Partnerships in STEM and STEAM in Australian Schools.

Hunter, J

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Creating, Sustaining, and Enhancing Purposeful School-University Partnerships., 2024, Chapter 3, pp. 1-19
Issue Date:: 2024-02-01

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Field	Value	Language
dc.contributor.author	Hunter, J https://orcid.org/0000-0001-9232-8895
dc.date.accessioned	2023-12-07T22:44:04Z
dc.date.available	2023-12-07T22:44:04Z
dc.date.issued	2024-02-01
dc.identifier.citation	Creating, Sustaining, and Enhancing Purposeful School-University Partnerships., 2024, Chapter 3, pp. 1-19
dc.identifier.uri	http://hdl.handle.net/10453/173773
dc.description.abstract	This chapter details research the author conducted as an academic partner in three school-university partnerships with 14 schools in New South Wales, Australia, each instigated and funded by groups of school principals from diverse educational settings. Central to these principals’ invitations was a desire to gain insights into initial teacher education and to seek pedagogical expertise in teaching and learning. Noticing the decline in wider bureaucratic involvement in school-university partnerships in research, the principals were keen to ignite, and construct, sustained professional relationships for experienced teachers and middle leaders within their own school settings. Over 4 years, 59 teachers engaged in inquiry-based learning sequences to build their confidence and capacity to integrate the Science, Technology, Engineering, Mathematics (STEM) disciplines with the Arts/Humanities. The author used consistent methods of data collection, resource sharing, and bespoke workshops that focused on enhancing teachers’ subject matter expertise in STEM. In 2019 the Australian Research Council awarded this research “high impact” status for its Engagement and Impact Assessment. Findings from the research have culminated in a blueprint for Australian STEM schools. This chapter examines one of the guidelines in this proposal, the role of school-university partnerships involving participatory action research and practitioner inquiry.
dc.language	en
dc.publisher	Springer
dc.relation	Rosehill Public School
dc.relation	McCallums Hill Public School
dc.relation	Wilkins Public School
dc.relation.ispartof	Creating, Sustaining, and Enhancing Purposeful School-University Partnerships.
dc.relation.isbasedon	10.1007/978-981-99-8838-9
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.rights	This is a post-peer-review, pre-copyedit version of a chapter published in Creating, Sustaining, and Enhancing Purposeful School-University Partnerships., 2024, Chapter 3, pp. 1-19. The final authenticated version is available online at http://doi.org/10.1007/978-981-99-8838-9
dc.title	Invitations, Impact, and Involvement: Tales from Successful School-University Partnerships in STEM and STEAM in Australian Schools.
dc.type	Chapter
utslib.citation.volume	Chapter 3
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society
utslib.copyright.status	in_progress	*
pubs.consider-herdc	false
dc.date.updated	2023-12-07T22:44:03Z
pubs.publication-status	In preparation
pubs.volume	Chapter 3

Abstract:

This chapter details research the author conducted as an academic partner in three school-university partnerships with 14 schools in New South Wales, Australia, each instigated and funded by groups of school principals from diverse educational settings. Central to these principals’ invitations was a desire to gain insights into initial teacher education and to seek pedagogical expertise in teaching and learning. Noticing the decline in wider bureaucratic involvement in school-university partnerships in research, the principals were keen to ignite, and construct, sustained professional relationships for experienced teachers and middle leaders within their own school settings. Over 4 years, 59 teachers engaged in inquiry-based learning sequences to build their confidence and capacity to integrate the Science, Technology, Engineering, Mathematics (STEM) disciplines with the Arts/Humanities. The author used consistent methods of data collection, resource sharing, and bespoke workshops that focused on enhancing teachers’ subject matter expertise in STEM. In 2019 the Australian Research Council awarded this research “high impact” status for its Engagement and Impact Assessment. Findings from the research have culminated in a blueprint for Australian STEM schools. This chapter examines one of the guidelines in this proposal, the role of school-university partnerships involving participatory action research and practitioner inquiry.

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http://hdl.handle.net/10453/173773