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3 results on '"Holland-Twining, Ben"'

1. A Model for Principals' Stem Leadership Capability

Author

Geiger, Vince, Beswick, Kim, Fraser, Sharon, and Holland-Twining, Ben

Abstract

In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross-sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of principals' STEM capability: (1) STEM discipline-specific and integrated knowledge and practices; (2) contexts; (3) dispositions; (4) tools; and (5) critical orientation. These dimensions represent distinct, but interrelated, capacities required by principals to establish and maintain positive STEM learning cultures within schools. Elaborations have been provided, in the form of capabilities, for each of these dimensions. The model has the potential for shaping principals' STEM leadership development trajectories and structuring targeted professional learning programmes for principals, teachers and other members of the school community.

Published
2023
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2. Teacher STEM Capability Sets That Support the Implementation of Mathematics Active STEM Tasks

Author

Mathematics Education Research Group of Australasia (MERGA), Holland-Twining, Ben, Geiger, Vince, Beswick, Kim, and Fraser, Sharon

Abstract

In this paper we report on an aspect of a larger study and explore whether a framework for teacher STEM Capability Sets (SCS) enhanced teacher planning and the implementation of mathematics active STEM tasks. A case study approach was employed to understand how a classroom teacher used the digital resource, Gapminder, to teach a Year 5/6 cohort of students to interpret data as the basis for a STEM assessment. The research found that using the SCS as a guide, and emphasising mathematics in STEM learning and assessment, allowed the teacher to: reflect on existing STEM capabilities; observe the enhancement of other capabilities; and identify areas for future development.

Published
2022

3. A Typology for Instructional Enablers of Mathematical Modelling

Author

Mathematics Education Research Group of Australasia (MERGA), Geiger, Vince, Galbraith, Peter, Niss, Mogens, and Holland-Twining, Ben

Abstract

Competency with mathematical modelling is increasingly important for career and informed and engaged participation in personal, civic and work life. In this paper we report on an aspect of a three-year longitudinal study that aimed to identify and describe enablers of mathematical modelling. Teacher interview data has been drawn upon to exemplify key features of a typology for instructional enablers of mathematical modelling. Findings highlight the importance of the didactical contract and socio-mathematical norms in promoting students' mathematical modelling competency, as well as teachers' anticipatory capabilities.

Published
2022

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