STEAM Conceptualizations and Supports in Two Schools: A Leadership for Learning Perspective

• In Event: Structural, Systemic, and Environmental Supports for Learning

Abstract

STEAM education is a transdisciplinary teaching approach that asks students to engage in inquiry to solve authentic problems (Authors, 2017). As STEAM education programs continue to increase nationwide, researchers must examine how those in leadership roles conceptualize and implement such practices. This qualitative comparative case study sought to understand how school and district-level leaders conceptualized STEAM and what implementation looked like from a leadership for learning perspective (Hallinger & Heck, 2010). We analyzed six semi-structured interviews across two schools: a principal, an instructional coach and a district-wide specialist. Findings indicated that leaders across both schools were closely aligned with respect to the three facets of leadership for learning and the STEAM conceptual model. Implications for future research are discussed.

Authors

• Amanda Elizabeth Bennett, Clemson University

• Calli Shekell, Educational Testing Service

• Cassie Fay Quigley, University of Pittsburgh

• Danielle Christine Herro, Clemson University