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ERIC Number: EJ1022331
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0040-5841
Transforming STEM Education in an Innovative Australian School: The Role of Teachers' and Academics' Professional Partnerships
Bissaker, Kerry
Theory Into Practice, v53 n1 p55-63 2014
The Australian Science and Mathematics School (ASMS) is a purpose-built innovative senior secondary school situated on the grounds of Flinders University, South Australia. The school was established to address declining enrollments in senior secondary mathematics and science, students' negative attitudes, a shortage of qualified science, technology, engineering, and mathematics (STEM) teachers, and a curriculum that lacked relevance to contemporary life. Such research evidence called for transformation in STEM education and acknowledged that teachers' professional learning was central to achieving transformation. A key professional learning strategy employed by the school to transform STEM education was the engagement of teachers and academics as professional partners in developing interdisciplinary curriculum. The value and challenges of the professional partnership are explored in this article, noting the importance of valuing rather than dismissing dissonance between the groups.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Reports - Evaluative; Journal Articles
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia