TY - JOUR TI - STEAM in practice and research in primary schools: a systematic literature review AU - Yim, Iris Heung Yue AU - Su, Jiahong AU - Wegerif, Rupert T2 - Research in Science & Technological Education DA - 2025/10/02/ PY - 2025 DO - 10.1080/02635143.2024.2440424 DP - DOI.org (Crossref) VL - 43 IS - 4 SP - 1065 EP - 1089 J2 - Research in Science & Technological Education LA - en SN - 0263-5143, 1470-1138 ST - STEAM in practice and research in primary schools UR - https://www.tandfonline.com/doi/full/10.1080/02635143.2024.2440424 Y2 - 2026/03/23/12:01:36 L1 - https://www.tandfonline.com/doi/pdf/10.1080/02635143.2024.2440424 ER - TY - JOUR TI - Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards AU - Allen, Carrie D. AU - Penuel, William R. T2 - Journal of Teacher Education AB - Recent research on teacher professional development (PD) underscores the importance of the coherence of PD with standards, curriculum, and assessment. Teachers’ judgments of the coherence of PD with larger system goals influence their decisions about what ideas and resources they appropriate from PD. Little research, however, has examined how teachers formulate these judgments and why teachers’ judgments vary within the same system and for the same reform. In this article, we use organizational theory’s concept of sensemaking to examine teachers’ responses to PD related to the Next Generation Science Standards within two schools in the United States. Our study shows that teachers’ perceptions of coherence emerge from interactions within PD, associated curriculum materials, and with colleagues and leaders in their schools. Some teachers, we found, were able to manage ambiguity, uncertainty, and perceived incoherence productively, while others foreclosed deep and sustained sensemaking. Our findings suggest the need for PD to engage teachers in sustained sensemaking activity around issues of perceived incoherence to bolster teachers’ emergent understandings of standards and improve the likelihood of implementing instructional practices aligned to standards. DA - 2015/03// PY - 2015 DO - 10.1177/0022487114560646 DP - DOI.org (Crossref) VL - 66 IS - 2 SP - 136 EP - 149 J2 - Journal of Teacher Education LA - en SN - 0022-4871, 1552-7816 UR - https://journals.sagepub.com/doi/10.1177/0022487114560646 Y2 - 2026/03/23/12:05:51 ER - TY - JOUR TI - At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: prospects, priorities, processes, and problems AU - Belbase, Shashidhar AU - Mainali, Bhesh Raj AU - Kasemsukpipat, Wandee AU - Tairab, Hassan AU - Gochoo, Munkhjargal AU - Jarrah, Adeeb T2 - International Journal of Mathematical Education in Science and Technology DA - 2022/10/03/ PY - 2022 DO - 10.1080/0020739X.2021.1922943 DP - DOI.org (Crossref) VL - 53 IS - 11 SP - 2919 EP - 2955 J2 - International Journal of Mathematical Education in Science and Technology LA - en SN - 0020-739X, 1464-5211 ST - At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education UR - https://www.tandfonline.com/doi/full/10.1080/0020739X.2021.1922943 Y2 - 2026/03/23/12:05:52 L1 - https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2021.1922943?needAccess=true ER - TY - JOUR TI - Agency and learning in the lifecourse: Towards an ecological perspective AU - Biesta, Gert AU - Tedder, Michael T2 - Studies in the Education of Adults DA - 2007/09// PY - 2007 DO - 10.1080/02660830.2007.11661545 DP - DOI.org (Crossref) VL - 39 IS - 2 SP - 132 EP - 149 J2 - Studies in the Education of Adults LA - en SN - 0266-0830, 1478-9833 ST - Agency and learning in the lifecourse UR - https://www.tandfonline.com/doi/full/10.1080/02660830.2007.11661545 Y2 - 2026/03/23/12:05:55 L1 - https://orbilu.uni.lu/bitstream/10993/7192/1/agency%20and%20learning%20in%20the%20lifecourse%202007.pdf ER - TY - JOUR TI - The role of beliefs in teacher agency AU - Biesta, Gert AU - Priestley, Mark AU - Robinson, Sarah T2 - Teachers and Teaching DA - 2015/08/18/ PY - 2015 DO - 10.1080/13540602.2015.1044325 DP - DOI.org (Crossref) VL - 21 IS - 6 SP - 624 EP - 640 J2 - Teachers and Teaching LA - en SN - 1354-0602, 1470-1278 UR - https://www.tandfonline.com/doi/full/10.1080/13540602.2015.1044325 Y2 - 2026/03/23/12:05:57 L1 - https://www.tandfonline.com/doi/pdf/10.1080/13540602.2015.1044325 ER - TY - JOUR TI - Unravelling agency: A critical review of conceptualisations of agency for educational research, policy and practice AU - Cathcart, Sophie AU - Priestley, Mark AU - Priestley, Andrea AU - Rushton, Elizabeth A. C. T2 - Review of Education AB - Abstract Agency is a concept that is increasingly prevalent in educational research, policy and practice at local, national and international levels. However, agency is frequently ambiguously defined and subject to inadequate conceptualisation; this leads to conflation and confusion in its application. Arguably, few concepts across the social sciences are as frequently invoked, yet as inconsistently understood, as agency. This review critically maps literature which conceptualises agency across three broad categories: (1) psychological approaches, (2) sociological approaches and (3) emergent approaches. Thematic analysis was undertaken across 51 studies with a focus on the ways in which the authors of each item explicitly and/or implicitly conceptualised agency. Findings suggest that tensions remain across the literature, including conceptual slippage and ontological incoherence in the language of agency. We argue that the emergent approach, in particular the ecological approach to agency, has affordances including providing a coherent rationale for resisting common conceptual confusions and conflations. We provide a series of reflective questions to support researchers, policy makers and practitioners to critically engage with the conceptualisations and understandings of agency which are inherent in their thinking and work. In summary, this paper provides a framework to enable educational researchers, practitioners and policymakers to foster clearer and more critically informed discussions of agency in education. Context and implications Rationale for this study: Agency is a prevalent concept in educational research, policy and practice. However, agency is frequently ambiguously defined and conceptualised, causing confusion in its application. Why the new findings matter: This critical review of literature which conceptualises agency identified three broad categories: psychological, sociological and emergent approaches. Implications for researchers, policy makers and practitioners: The emergent approach provides a coherent rationale which resists common conceptual confusions. We provide a series of reflective questions to support researchers, policy makers and practitioners to critically engage with the conceptualisations and understandings of agency which are inherent in their thinking and work. DA - 2026/04// PY - 2026 DO - 10.1002/rev3.70131 DP - DOI.org (Crossref) VL - 14 IS - 1 SP - e70131 J2 - Review of Education LA - en SN - 2049-6613, 2049-6613 ST - Unravelling agency UR - https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/rev3.70131 Y2 - 2026/03/23/12:06:01 ER - TY - JOUR TI - STEAM teaching professional development works: effects on students’ creativity and motivation AU - Conradty, Cathérine AU - Bogner, Franz Xaver T2 - Smart Learning Environments AB - Abstract A promising way to bring STEAM (STEM enriched with Arts) into classrooms is the Professional Development (PD) path. Its main difference to a usual PD lies in the introduction of creativity with its social skills rather than just on cognitive learning, and thus in STEAM teaching, teachers need training in new ways of teaching. In order to establish STEAM in everyday school life, an effective PD is required to go beyond one-time interventions, which seldom work sustainably. After our course schedule, the participating teachers were supposed to apply their expertise in their next school year’s classroom. The provided material ensured the teachers to work regularly with STEAM, and as the involved teachers were supposed to recapitulate and consolidate their STEAM skills in their classroom work. Following the PD goals, the students ( N  = 550) of the participating teachers were monitored for scientific motivation and creativity in order to examine the PD effects. For the analysis, we calculated canonical correlations to confirm the association between creativity and motivation. The structural equation model (SEM) confirmed the model that with STEAM creativity has a positive effect on motivation: A long-term PD that is integrated into school life is an appropriate socio-cultural sustainability entry to promote creativity in classrooms. Through creativity, apparently, students’ self-efficacy increase. In conclusion, integrating creativity into education via PD works and may provide a promising channel to multiplication into further science classrooms, which is discussed in the conclusions. DA - 2020/12// PY - 2020 DO - 10.1186/s40561-020-00132-9 DP - DOI.org (Crossref) VL - 7 IS - 1 SP - 26 J2 - Smart Learn. Environ. LA - en SN - 2196-7091 ST - STEAM teaching professional development works UR - https://slejournal.springeropen.com/articles/10.1186/s40561-020-00132-9 Y2 - 2026/03/23/12:06:01 L1 - https://slejournal.springeropen.com/track/pdf/10.1186/s40561-020-00132-9 ER - TY - JOUR TI - Elementary Student Perspectives on STEAM Education AU - Cook, Kristin L. AU - Cox, Richard AU - Edelen, Dan AU - Bush, Sarah B. T2 - Education Sciences AB - In this research brief, we synthesize research on integrated STEAM teaching and learning from our multi-state team, comprised of scholars from elementary mathematics and science education. This work focuses on student perceptions of STEAM experiences to inform practitioners, researchers, and stakeholders in best practices. This synthesis brings forth the following contributions to STEAM education learned from elementary students’ perspectives of their STEAM learning experiences to offer new ideas about best practices in STEAM: (1) students have various access points to STEAM and connect with the personal expression and meaning-making related to the “arts” embedded in the experience; (2) empathy can be an important driver of deep engagement with their learning experiences towards a transformative outcome; and (3) STEAM learning experiences can be a space for implementing student-centered instructional practices guided by reform efforts in science and mathematics education. Next steps will be discussed to complement the burgeoning STEAM education literature base with a continued focus on all students’ perspectives about their learning experiences. We recommend longitudinal studies on the impact of STEAM; these are now possible as STEAM initiatives become more systematically rooted in schools and communities. DA - 2025/06/02/ PY - 2025 DO - 10.3390/educsci15060689 DP - DOI.org (Crossref) VL - 15 IS - 6 SP - 689 J2 - Education Sciences LA - en SN - 2227-7102 UR - https://www.mdpi.com/2227-7102/15/6/689 Y2 - 2026/03/23/12:06:03 L1 - https://www.mdpi.com/2227-7102/15/6/689/pdf?version=1748852753 ER - TY - JOUR TI - The role of teachers in educational reform: A 20-year perspective AU - Datnow, Amanda T2 - Journal of Educational Change DA - 2020/08// PY - 2020 DO - 10.1007/s10833-020-09372-5 DP - DOI.org (Crossref) VL - 21 IS - 3 SP - 431 EP - 441 J2 - J Educ Change LA - en SN - 1389-2843, 1573-1812 ST - The role of teachers in educational reform UR - http://link.springer.com/10.1007/s10833-020-09372-5 Y2 - 2026/03/23/12:06:04 ER - TY - JOUR TI - Positioning: The Discursive Production of Selves AU - Davies, Bronwyn AU - Harré, Rom T2 - Journal for the Theory of Social Behaviour DA - 1990/03// PY - 1990 DO - 10.1111/j.1468-5914.1990.tb00174.x DP - DOI.org (Crossref) VL - 20 IS - 1 SP - 43 EP - 63 J2 - J Theory Soc Behav LA - en SN - 0021-8308, 1468-5914 ST - Positioning UR - https://onlinelibrary.wiley.com/doi/10.1111/j.1468-5914.1990.tb00174.x Y2 - 2026/03/23/12:06:05 ER - TY - JOUR TI - ‘Positioning’ in the conversation analytic approach AU - Day, Dennis AU - Kjaerbeck, Susanne T2 - Narrative Inquiry AB - From the perspective of ethnomethodology and conversation analysis (EM/CA), the concept of positioning may offer a compellingly rich metaphor for understanding identity and relations. There appears, however, to be no such analytical concept in EM/CA. Instead, the EM/CA approach offers concepts such as alignment-affiliation, identities and membership categories — all of them based on actional resources on the micro-level of talk. The aim of this article is to inquire if EM/CA tools for the analysis of identities and relations in talk might be considered interesting from the perspective of positioning theory. To do so, we offer EM/CA analyses of narrative and non-narrative data in which the in situ negotiation of identities and relations plays a major role. DA - 2013/12/19/ PY - 2013 DO - 10.1075/ni.23.1.02day DP - DOI.org (Crossref) VL - 23 IS - 1 SP - 16 EP - 39 J2 - NI LA - en SN - 1387-6740, 1569-9935 UR - http://www.jbe-platform.com/content/journals/10.1075/ni.23.1.02day Y2 - 2026/03/23/12:06:05 ER - TY - BOOK TI - The New Lives of Teachers AU - Day, Christopher AU - Gu, Qing DA - 2010/06/10/ PY - 2010 DO - 10.4324/9780203847909 DP - DOI.org (Crossref) ET - 0 LA - en PB - Routledge SN - 978-1-136-94455-0 UR - https://www.taylorfrancis.com/books/9781136944550 Y2 - 2026/03/23/12:06:06 ER - TY - JOUR TI - Editorial: Positioning in narrative interaction AU - Deppermann, Arnulf T2 - Narrative Inquiry DA - 2013/12/19/ PY - 2013 DO - 10.1075/ni.23.1.01dep DP - DOI.org (Crossref) VL - 23 IS - 1 SP - 1 EP - 15 J2 - NI LA - en SN - 1387-6740, 1569-9935 ST - Editorial UR - http://www.jbe-platform.com/content/journals/10.1075/ni.23.1.01dep Y2 - 2026/03/23/12:06:07 L1 - https://ids-pub.bsz-bw.de/files/1532/Deppermann_Editorial_Positioning_2013.pdf ER - TY - JOUR TI - Curriculum development through critical collaborative professional enquiry AU - Drew, Valerie AU - Priestley, Mark AU - Michael, Maureen K. T2 - Journal of Professional Capital and Community AB - Purpose – In recent years, there has been considerable interest within education policy in collaborative professional enquiry/inquiry methodologies, both as an alternative to top-down implementation of change and for the purpose of fostering educational improvement. However, researchers have been critical of this approach, pointing to various concerns: these include the risk of reducing a developmental methodology to an instrumental means for delivering policy, as well as issues around sustainability of practices. The purpose of this paper is to describe a Scottish university/local authority partnership, which developed an approach entitled Critical Collaborative Professional Enquiry, designed to address some of these concerns. The paper also reports on empirical outcomes related to the partnership project. Design/methodology/approach – This interpretivist study generated qualitative data from multiple sources, utilising a range of methods including semi-structured interviews with teachers and school leaders, evaluation surveys and analysis of artefacts developed during the inquiry phases of the project. Findings – This programme exerted a powerful effect on the teachers who participated. The research suggests that teachers developed better understandings of the curriculum, and of curriculum development processes. There is evidence of innovation in pedagogy, some sustained and radical in nature, and further evidence of changes to the cultures of the participating schools, for example, a shift towards more democratic ways of working. Originality/value – This paper reports upon an original approach to curriculum development, with considerable potential to transform the ways in which schools approach innovation. DA - 2016/01/11/ PY - 2016 DO - 10.1108/JPCC-09-2015-0006 DP - DOI.org (Crossref) VL - 1 IS - 1 SP - 92 EP - 106 LA - en SN - 2056-9548 UR - http://www.emerald.com/jpcc/article/1/1/92-106/246961 Y2 - 2026/03/23/12:06:09 L1 - https://www.emerald.com/jpcc/article-pdf/1/1/92/1650057/jpcc-09-2015-0006.pdf ER - TY - JOUR TI - What is agency? Conceptualizing professional agency at work AU - Eteläpelto, Anneli AU - Vähäsantanen, Katja AU - Hökkä, Päivi AU - Paloniemi, Susanna T2 - Educational Research Review DA - 2013/12// PY - 2013 DO - 10.1016/j.edurev.2013.05.001 DP - DOI.org (Crossref) VL - 10 SP - 45 EP - 65 J2 - Educational Research Review LA - en SN - 1747938X ST - What is agency? UR - https://linkinghub.elsevier.com/retrieve/pii/S1747938X13000274 Y2 - 2026/03/23/12:06:12 ER - TY - RPRT TI - Curriculum reform: A literature review to support effective implementation AU - Gouëdard, P AU - Pont, B AU - Hyttinen, S AU - Huang, P DA - 2020/12/11/ PY - 2020 DO - 10.1787/efe8a48c-en DP - DOI.org (Crossref) LA - en M3 - OECD Education Working Papers SN - 239 ST - Curriculum reform UR - https://www.oecd.org/en/publications/curriculum-reform_efe8a48c-en.html Y2 - 2026/03/23/12:06:13 ER - TY - JOUR TI - Maker spaces, walking, and mentorship as ways to develop transversal skills AU - Graham, Mark T2 - Arts Education Policy Review DA - 2025/10/02/ PY - 2025 DO - 10.1080/10632913.2025.2478990 DP - DOI.org (Crossref) VL - 126 IS - 4 SP - 277 EP - 287 J2 - Arts Education Policy Review LA - en SN - 1063-2913, 1940-4395 UR - https://www.tandfonline.com/doi/full/10.1080/10632913.2025.2478990 Y2 - 2026/03/23/12:06:14 ER - TY - JOUR TI - Secondary school creativity, teacher practice and STEAM education: An international study AU - Harris, Anne AU - De Bruin, Leon R. T2 - Journal of Educational Change DA - 2018/05// PY - 2018 DO - 10.1007/s10833-017-9311-2 DP - DOI.org (Crossref) VL - 19 IS - 2 SP - 153 EP - 179 J2 - J Educ Change LA - en SN - 1389-2843, 1573-1812 ST - Secondary school creativity, teacher practice and STEAM education UR - http://link.springer.com/10.1007/s10833-017-9311-2 Y2 - 2026/03/23/12:06:14 ER - TY - JOUR TI - Integrating arts with STEM and leading with STEAM to increase science learning with equity for emerging bilingual learners in the United States AU - Hughes, Bradley S. AU - Corrigan, Michael W. AU - Grove, Douglas AU - Andersen, Sage B. AU - Wong, Joseph T. T2 - International Journal of STEM Education AB - Abstract Background To inform STEM education for benefiting emerging bilingual (EB) and English fluent (EF) students, the present study evaluated the order effects of integrating science and arts within a large-scale, ongoing effort investigating the efficacies of Next Generation Science Standards (NGSS)-aligned Science Technology, Engineering, and Math (STEM) methodologies to provide more equitable opportunities to students to learn science through Arts integration (STEAM). The experiment examines the curriculum integrating order of implementing combinations of STEM and STEAM approaches in fifth grade life and physical science instruction, comparing (STEM → STEAM) vs (STEAM → STEM). Results T tests and a three-way between-groups analysis of covariance examined the impact of instructional order, language fluency, and teachers’ implementation fidelity. Findings indicate similar results in life and physical sciences, in which the STEAM first approach produced significantly higher science learning gains for both EF and EB students, revealing some higher learning gains for EF students, but with greater STEAM first order effect advantages for EB students overall. While EF students show higher learning gain scores in the high fidelity classrooms, the advantage of the STEAM first order is greater for EB students in all classroom fidelity levels and even within low to moderate implementation fidelity classrooms, as may commonly occur, such that the integration order of STEAM before STEM strategy is particularly advantageous to EB learners. Conclusions The integration pattern of leading with STEAM and following with STEM offers an important opportunity to learn for EB students, and increases equity in opportunities to learn among EB and EF learners of science. Both EB and EF students benefit similarly and significantly in high fidelity implementation classrooms. However, the gains for EF students are not significant in low fidelity implementation classrooms, while in such low fidelity implementation classrooms, the EB students still benefited significantly despite the poor implementation. These results suggest that a strong compensating STEAM first order effect advantage is possibly involved in the implementation system for the EB population of learners. Teaching science through the arts with STEAM lessons is an effective approach that can be significantly improved through introducing STEM units with the STEAM first order effect advantage. DA - 2022/09/13/ PY - 2022 DO - 10.1186/s40594-022-00375-7 DP - DOI.org (Crossref) VL - 9 IS - 1 SP - 58 J2 - IJ STEM Ed LA - en SN - 2196-7822 UR - https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-022-00375-7 Y2 - 2026/03/23/12:06:15 L1 - https://stemeducationjournal.springeropen.com/counter/pdf/10.1186/s40594-022-00375-7 ER - TY - JOUR TI - Full STEAM Ahead: Creativity in Excellent STEM Teaching Practices AU - Henriksen, Danah T2 - STEAM DA - 2014/02/28/ PY - 2014 DO - 10.5642/steam.20140102.15 DP - DOI.org (Crossref) VL - 1 IS - 2 SP - 1 EP - 9 J2 - steam SN - 23272074 ST - Full STEAM Ahead UR - http://scholarship.claremont.edu/steam/vol1/iss2/15 Y2 - 2026/03/23/12:06:17 ER - TY - JOUR TI - Exploring teachers’ perceptions of STEAM teaching through professional development: implications for teacher educators AU - Herro, Danielle AU - Quigley, Cassie T2 - Professional Development in Education DA - 2017/05/27/ PY - 2017 DO - 10.1080/19415257.2016.1205507 DP - DOI.org (Crossref) VL - 43 IS - 3 SP - 416 EP - 438 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - Exploring teachers’ perceptions of STEAM teaching through professional development UR - https://www.tandfonline.com/doi/full/10.1080/19415257.2016.1205507 Y2 - 2026/03/23/12:06:20 ER - TY - JOUR TI - Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency AU - Ketelaar, Evelien AU - Beijaard, Douwe AU - Boshuizen, Henny P.A. AU - Den Brok, Perry J. T2 - Teaching and Teacher Education DA - 2012/02// PY - 2012 DO - 10.1016/j.tate.2011.10.004 DP - DOI.org (Crossref) VL - 28 IS - 2 SP - 273 EP - 282 J2 - Teaching and Teacher Education LA - en SN - 0742051X UR - https://linkinghub.elsevier.com/retrieve/pii/S0742051X11001181 Y2 - 2026/03/23/12:06:20 ER - TY - JOUR TI - A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea AU - Kang, Nam-Hwa T2 - Asia-Pacific Science Education DA - 2019/12// PY - 2019 DO - 10.1186/s41029-019-0034-y DP - DOI.org (Crossref) VL - 5 IS - 1 SP - 6 J2 - Asia Pac. Sci. Educ. LA - en SN - 2364-1177 UR - https://apse-journal.springeropen.com/articles/10.1186/s41029-019-0034-y Y2 - 2026/03/23/12:06:22 L1 - https://apse-journal.springeropen.com/track/pdf/10.1186/s41029-019-0034-y ER - TY - JOUR TI - Using structural equation modelling for understanding relationships influencing the middle school technology teacher’s attitudes toward STEAM education in Korea AU - Kim, Young-Heung AU - Na, Seung-Il T2 - International Journal of Technology and Design Education AB - Abstract The purpose of this study was to investigate the structural relationship between technology teachers’ attitudes toward STEAM education and the cooperation of instructional resources collaboration, school educational change receptivity, and instructional expertise and instructional efficacy. The population comprised about 3500 technology teachers working in middle schools in Korea, and the sample size was set at 650. Data were collected in parallel with postal surveys and online surveys. A total of 650 copies were distributed, of which 409 were recovered, and 283 copies were used for analysis after data cleaning. The Mplus 7 program was used for data analysis, and the significance level was set at 5%. First, we found that the suitability of the structural model established to clarify technology teachers’ attitudes toward STEAM education, instructional resource collaboration, school educational change receptivity, instructional expertise, and instructional efficacy was generally good, so the relationship between the variables was reasonably confirmed. Second, school educational change receptivity and instructional efficacy were found to have a direct effect on attitudes toward STEAM education. Third, the teachers’ instructional resources collaboration was confirmed to influence their attitudes toward STEAM education by mediating the school educational change receptivity and instructional efficacy, and their instructional expertise mediated their instructional efficacy. Fourth, school educational change receptivity was confirmed to influence attitudes toward STEAM education through the dual media of instructional expertise and instructional efficacy. Finally, instructional resource collaboration was confirmed to influence attitudes toward STEAM education through school educational change receptivity, instructional expertise, and instructional efficacy. DA - 2022/11// PY - 2022 DO - 10.1007/s10798-021-09708-z DP - DOI.org (Crossref) VL - 32 IS - 5 SP - 2495 EP - 2526 J2 - Int J Technol Des Educ LA - en SN - 0957-7572, 1573-1804 UR - https://link.springer.com/10.1007/s10798-021-09708-z Y2 - 2026/03/23/12:06:23 L1 - https://link.springer.com/content/pdf/10.1007/s10798-021-09708-z.pdf ER - TY - CHAP TI - A Systematic Literature Review of the Empirical Studies on STEAM Education in Korea: 2011–2019 AU - Kim, Kyeongjun AU - Lee, Kyungwon AU - Kwon, Oh Nam T2 - Disciplinary and Interdisciplinary Education in STEM A2 - Li, Yeping A2 - Zeng, Zheng A2 - Song, Naiqing CY - Cham DA - 2024/// PY - 2024 DO - 10.1007/978-3-031-52924-5_6 DP - DOI.org (Crossref) SP - 103 EP - 117 LA - en PB - Springer Nature Switzerland SN - 978-3-031-52923-8 978-3-031-52924-5 ST - A Systematic Literature Review of the Empirical Studies on STEAM Education in Korea UR - https://link.springer.com/10.1007/978-3-031-52924-5_6 Y2 - 2026/03/23/12:06:25 ER - TY - JOUR TI - Towards a Diagnostic Toolkit for the Language of Agency AU - Konopasky, Abigail W. AU - Sheridan, Kimberly M. T2 - Mind, Culture, and Activity DA - 2016/04/02/ PY - 2016 DO - 10.1080/10749039.2015.1128952 DP - DOI.org (Crossref) VL - 23 IS - 2 SP - 108 EP - 123 J2 - Mind, Culture, and Activity LA - en SN - 1074-9039, 1532-7884 UR - http://www.tandfonline.com/doi/full/10.1080/10749039.2015.1128952 Y2 - 2026/03/23/12:06:25 ER - TY - JOUR TI - Narrating career, positioning identity: Career identity as a narrative practice AU - LaPointe, Kirsi T2 - Journal of Vocational Behavior DA - 2010/08// PY - 2010 DO - 10.1016/j.jvb.2010.04.003 DP - DOI.org (Crossref) VL - 77 IS - 1 SP - 1 EP - 9 J2 - Journal of Vocational Behavior LA - en SN - 00018791 ST - Narrating career, positioning identity UR - https://linkinghub.elsevier.com/retrieve/pii/S0001879110000734 Y2 - 2026/03/23/12:06:26 ER - TY - JOUR TI - From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education AU - Liao, Christine T2 - Art Education DA - 2016/11// PY - 2016 DO - 10.1080/00043125.2016.1224873 DP - DOI.org (Crossref) VL - 69 IS - 6 SP - 44 EP - 49 J2 - Art Education LA - en SN - 0004-3125, 2325-5161 ST - From Interdisciplinary to Transdisciplinary UR - https://www.tandfonline.com/doi/full/10.1080/00043125.2016.1224873 Y2 - 2026/03/23/12:06:27 ER - TY - JOUR TI - Acting as accountable authors: Creating interactional spaces for agency work in teacher education AU - Lipponen, Lasse AU - Kumpulainen, Kristiina T2 - Teaching and Teacher Education DA - 2011/07// PY - 2011 DO - 10.1016/j.tate.2011.01.001 DP - DOI.org (Crossref) VL - 27 IS - 5 SP - 812 EP - 819 J2 - Teaching and Teacher Education LA - en SN - 0742051X ST - Acting as accountable authors UR - https://linkinghub.elsevier.com/retrieve/pii/S0742051X11000023 Y2 - 2026/03/23/12:06:27 ER - TY - JOUR TI - How teachers engage with Assessment for Learning: lessons from the classroom AU - Marshall, Bethan AU - Jane Drummond, Mary T2 - Research Papers in Education DA - 2006/06// PY - 2006 DO - 10.1080/02671520600615638 DP - DOI.org (Crossref) VL - 21 IS - 2 SP - 133 EP - 149 J2 - Research Papers in Education LA - en SN - 0267-1522, 1470-1146 ST - How teachers engage with Assessment for Learning UR - http://www.tandfonline.com/doi/abs/10.1080/02671520600615638 Y2 - 2026/03/23/12:06:28 ER - TY - JOUR TI - STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication AU - Milara, Iván Sánchez AU - Pitkänen, Kati AU - Laru, Jari AU - Iwata, Megumi AU - Orduña, Marta Cortés AU - Riekki, Jukka T2 - International Journal of Child-Computer Interaction DA - 2020/12// PY - 2020 DO - 10.1016/j.ijcci.2020.100197 DP - DOI.org (Crossref) VL - 26 SP - 100197 J2 - International Journal of Child-Computer Interaction LA - en SN - 22128689 ST - STEAM in Oulu UR - https://linkinghub.elsevier.com/retrieve/pii/S221286892030026X Y2 - 2026/03/23/12:06:29 L1 - https://oulurepo.oulu.fi/bitstream/10024/27694/1/nbnfi-fe2020111992010.pdf ER - TY - RPRT TI - The Future of Education and Skills: Education 2030 DA - 2018/06/07/ PY - 2018 DO - 10.1787/54ac7020-en DP - DOI.org (Crossref) LA - en M3 - OECD Education Policy Perspectives SN - 98 ST - The Future of Education and Skills UR - https://www.oecd.org/en/publications/the-future-of-education-and-skills_54ac7020-en.html Y2 - 2026/03/23/12:07:35 L1 - https://www.oecd.org/content/dam/oecd/en/publications/reports/2018/06/the-future-of-education-and-skills_5424dd26/54ac7020-en.pdf ER - TY - JOUR TI - STEAM in practice and research: An integrative literature review AU - Perignat, Elaine AU - Katz-Buonincontro, Jen T2 - Thinking Skills and Creativity DA - 2019/03// PY - 2019 DO - 10.1016/j.tsc.2018.10.002 DP - DOI.org (Crossref) VL - 31 SP - 31 EP - 43 J2 - Thinking Skills and Creativity LA - en SN - 18711871 ST - STEAM in practice and research UR - https://linkinghub.elsevier.com/retrieve/pii/S1871187118302190 Y2 - 2026/03/23/12:07:36 ER - TY - JOUR TI - Teacher agency in curriculum reform: the role of assessment in enabling and constraining primary teachers’ agency AU - Poulton, Phillip T2 - Curriculum Perspectives DA - 2020/04// PY - 2020 DO - 10.1007/s41297-020-00100-w DP - DOI.org (Crossref) VL - 40 IS - 1 SP - 35 EP - 48 J2 - Curric Perspect LA - en SN - 0159-7868, 2367-1793 ST - Teacher agency in curriculum reform UR - http://link.springer.com/10.1007/s41297-020-00100-w Y2 - 2026/03/23/12:07:37 ER - TY - JOUR TI - Developing a Conceptual Model of STEAM Teaching Practices AU - Quigley, Cassie F. AU - Herro, Dani AU - Jamil, Faiza M. T2 - School Science and Mathematics AB - STEAM, where the “A” represents arts and humanities, is considered a transdisciplinary learning process that has the potential to increase diverse participation in science, technology, engineering, and math (STEM) fields. However, a well‐defined conceptual model that clearly articulates essential components of the STEAM approach is needed to conduct empirical research on STEAM's efficacy–in particular, the teaching content that should be considered when enacting STEAM teaching practices. This paper proposes a conceptual model of STEAM, providing educators with the opportunity to teach effectively using transdisciplinary inquiry. The instructional content domain of the model includes problem‐based delivery, discipline integration, and problem‐solving skills. DA - 2017/02// PY - 2017 DO - 10.1111/ssm.12201 DP - DOI.org (Crossref) VL - 117 IS - 1-2 SP - 1 EP - 12 J2 - School Sci & Mathematics LA - en SN - 0036-6803, 1949-8594 UR - https://onlinelibrary.wiley.com/doi/10.1111/ssm.12201 Y2 - 2026/03/23/12:07:37 ER - TY - JOUR TI - Teachers’ perceived opportunity to contribute to school culture transformation AU - Reinius, Hanna AU - Hakkarainen, Kai AU - Juuti, Kalle AU - Korhonen, Tiina T2 - Journal of Educational Change AB - Abstract Teachers’ active role in school development has been recognized as important in school culture transformation. Leadership practices, such as distributed leadership and organizational support, aim to engage teachers and foster their participation and contribution opportunities. However, studies have shown that teachers’ earlier experiences and beliefs shape their participation activities. To facilitate school culture transformation and the development of pedagogical practices, it is important to understand how teachers position themselves as school developers. This interview study aims to explore what kinds of views teachers express regarding school development work and teacher collaboration, along with how these views influence their perceived opportunity to contribute to school culture transformation. Altogether, 35 teachers from three schools in Helsinki, Finland, were interviewed. The analysis revealed five teacher profiles and, thus, five different ways of approaching school culture transformation: (1) Visioner , (2) Responsibility Bearer , (3) Participating Observer , (4) Traditionalist , and (5) Stressed Withdrawer . Teachers’ orientation to school development work and received organizational support influenced teachers’ perceived contribution opportunities. Furthermore, the identified profiles experienced the needed organizational support for school development work differently; for some, it was mainly common time for collaboration, while for others, it meant reorganized structures. The results indicate that diverse support is needed to engage the whole teacher community in school culture transformation and that school leaders need to pay attention to how the distributed leadership model benefits all teachers, not just the visionary ones. DA - 2024/06// PY - 2024 DO - 10.1007/s10833-023-09496-4 DP - DOI.org (Crossref) VL - 25 IS - 2 SP - 369 EP - 391 J2 - J Educ Change LA - en SN - 1389-2843, 1573-1812 UR - https://link.springer.com/10.1007/s10833-023-09496-4 Y2 - 2026/03/23/12:07:38 L1 - https://link.springer.com/content/pdf/10.1007/s10833-023-09496-4.pdf ER - TY - BOOK TI - World Class: How to Build a 21st-Century School System AU - Schleicher, Andreas T2 - Strong Performers and Successful Reformers in Education DA - 2018/05/29/ PY - 2018 DO - 10.1787/9789264300002-en DP - DOI.org (Crossref) LA - en PB - OECD SN - 978-92-64-29997-9 978-92-64-30000-2 ST - World Class UR - https://www.oecd.org/en/publications/world-class_9789264300002-en.html Y2 - 2026/03/23/12:07:39 ER - TY - JOUR TI - Leading learning: the role of school leaders in supporting continuous professional development AU - Stevenson, Michael AU - Hedberg, John G. AU - O’Sullivan, Kerry-Ann AU - Howe, Cathie T2 - Professional Development in Education DA - 2016/10/19/ PY - 2016 DO - 10.1080/19415257.2015.1114507 DP - DOI.org (Crossref) VL - 42 IS - 5 SP - 818 EP - 835 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - Leading learning UR - https://www.tandfonline.com/doi/full/10.1080/19415257.2015.1114507 Y2 - 2026/03/23/12:07:40 ER - TY - BOOK TI - Challenges and Opportunities for Transforming From STEM to STEAM Education: T2 - Advances in Educational Technologies and Instructional Design A2 - Tomei, Lawrence A3 - Thomas, Kelli A3 - Huffman, Douglas DA - 2020/// PY - 2020 DO - 10.4018/978-1-7998-2517-3 DP - DOI.org (Crossref) PB - IGI Global SN - 978-1-7998-2517-3 978-1-7998-2519-7 ST - Challenges and Opportunities for Transforming From STEM to STEAM Education UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-2517-3 Y2 - 2026/03/23/12:07:40 ER - TY - JOUR TI - Professional Agency for Learning as a Key for Developing Teachers’ Competencies? AU - Toom, Auli AU - Pyhältö, Kirsi AU - Pietarinen, Janne AU - Soini, Tiina T2 - Education Sciences AB - Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. Teacher competencies and how they are related to the core of their work as thinking practice have been discussed extensively by a range of stakeholders. However, what is actually needed in order to attain such competencies has been less studied. This paper contributes to the gap in the literature on active and intentional learning of teacher competencies by elaborating the relationship between teacher competencies and professional agency for learning. Through this, our aim in this article is to provide a better understanding of the topic, both theoretically and empirically. Drawing on earlier research, we have elaborated on the relationships between a teacher’s professional competencies and agency for learning among pre- and in-service teachers. We also aim to answer the question: what characteristics of teacher education lead to student teachers becoming competent and agentic? Why should we focus on those features during pre-service teacher education and as part of a teacher’s career? DA - 2021/06/29/ PY - 2021 DO - 10.3390/educsci11070324 DP - DOI.org (Crossref) VL - 11 IS - 7 SP - 324 J2 - Education Sciences LA - en SN - 2227-7102 UR - https://www.mdpi.com/2227-7102/11/7/324 Y2 - 2026/03/23/12:07:41 L1 - https://www.mdpi.com/2227-7102/11/7/324/pdf?version=1625111264 ER - TY - JOUR TI - Teacher communities as a context for professional development: A systematic review AU - Vangrieken, Katrien AU - Meredith, Chloé AU - Packer, Tlalit AU - Kyndt, Eva T2 - Teaching and Teacher Education DA - 2017/01// PY - 2017 DO - 10.1016/j.tate.2016.10.001 DP - DOI.org (Crossref) VL - 61 SP - 47 EP - 59 J2 - Teaching and Teacher Education LA - en SN - 0742051X ST - Teacher communities as a context for professional development UR - https://linkinghub.elsevier.com/retrieve/pii/S0742051X16304681 Y2 - 2026/03/23/12:07:42 ER - TY - JOUR TI - Collaborative design as a form of professional development AU - Voogt, Joke AU - Laferrière, Therese AU - Breuleux, Alain AU - Itow, Rebecca C. AU - Hickey, Daniel T. AU - McKenney, Susan T2 - Instructional Science DA - 2015/03// PY - 2015 DO - 10.1007/s11251-014-9340-7 DP - DOI.org (Crossref) VL - 43 IS - 2 SP - 259 EP - 282 J2 - Instr Sci LA - en SN - 0020-4277, 1573-1952 UR - http://link.springer.com/10.1007/s11251-014-9340-7 Y2 - 2026/03/23/12:07:43 L1 - https://link.springer.com/content/pdf/10.1007/s11251-014-9340-7.pdf ER - TY - JOUR TI - STEAM in practice and research in primary schools: a systematic literature review AU - Yim, Iris Heung Yue AU - Su, Jiahong AU - Wegerif, Rupert T2 - Research in Science & Technological Education DA - 2025/10/02/ PY - 2025 DO - 10.1080/02635143.2024.2440424 DP - DOI.org (Crossref) VL - 43 IS - 4 SP - 1065 EP - 1089 J2 - Research in Science & Technological Education LA - en SN - 0263-5143, 1470-1138 ST - STEAM in practice and research in primary schools UR - https://www.tandfonline.com/doi/full/10.1080/02635143.2024.2440424 Y2 - 2026/03/23/12:07:55 ER - TY - JOUR TI - Toward a Theory of Psychological Ownership in Organizations AU - Pierce, Jon L. AU - Kostova, Tatiana AU - Dirks, Kurt T. T2 - The Academy of Management Review DA - 2001/04// PY - 2001 DO - 10.2307/259124 DP - DOI.org (Crossref) VL - 26 IS - 2 SP - 298 J2 - The Academy of Management Review SN - 03637425 UR - http://www.jstor.org/stable/259124?origin=crossref Y2 - 2026/03/23/12:16:59 ER - TY - CHAP TI - Mental Ownership and Participation for Innovation in Environmental Education and Education for Sustainable Development AU - Breiting, Søren T2 - Participation and Learning A2 - Reid, Alan A2 - Jensen, Bjarne Bruun A2 - Nikel, Jutta A2 - Simovska, Venka CY - Dordrecht DA - 2008/// PY - 2008 DO - 10.1007/978-1-4020-6416-6_10 DP - DOI.org (Crossref) SP - 159 EP - 180 LA - en PB - Springer Netherlands SN - 978-1-4020-6415-9 978-1-4020-6416-6 UR - http://link.springer.com/10.1007/978-1-4020-6416-6_10 Y2 - 2026/03/23/12:43:12 ER - TY - BOOK TI - Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning A3 - Pieters, Jules A3 - Voogt, Joke A3 - Pareja Roblin, Natalie CY - Cham DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-20062-6 DP - DOI.org (Crossref) LA - en PB - Springer International Publishing SN - 978-3-030-20061-9 978-3-030-20062-6 UR - https://link.springer.com/10.1007/978-3-030-20062-6 Y2 - 2026/03/23/12:45:36 L1 - https://link.springer.com/content/pdf/10.1007/978-3-030-20062-6.pdf?pdf=button ER - TY - BOOK TI - Case study research and applications: design and methods AU - Yin, Robert K. CN - H62 .Y56 2018 CY - Los Angeles DA - 2018/// PY - 2018 DP - Library of Congress ISBN ET - Sixth edition SP - 319 PB - SAGE SN - 978-1-5063-3616-9 ST - Case study research and applications KW - Case method KW - Research Methodology KW - Social sciences ER - TY - RPRT TI - European Skills Agenda for sustainable competitiveness, social fairness and resilience AU - European Commission DA - 2020/// PY - 2020 PB - Publications Office of the European Union ER - TY - RPRT TI - National core curriculum for basic education 2014 AU - Finnish National Agency for Education DA - 2016/// PY - 2016 PB - Finnish National Agency for Education ER - TY - RPRT TI - Finnish National STEM Strategy and Action Plan: Experts in natural sciences, technology and mathematics in support of society’s welfare and growth AU - Ministry of Education and Culture DA - 2023/// PY - 2023 PB - Publications of the Ministry of Education and Culture, Finland ER - TY - RPRT TI - Curriculum reform: A literature review to support effective implementation DA - 2020/12/11/ PY - 2020 DO - 10.1787/efe8a48c-en DP - DOI.org (Crossref) LA - en M3 - OECD Education Working Papers SN - 239 ST - Curriculum reform UR - https://www.oecd.org/en/publications/curriculum-reform_efe8a48c-en.html Y2 - 2026/03/23/16:56:32 ER - TY - RPRT TI - Curriculum reform: A literature review to support effective implementation DA - 2020/12/11/ PY - 2020 DO - 10.1787/efe8a48c-en DP - DOI.org (Crossref) LA - en M3 - OECD Education Working Papers SN - 239 ST - Curriculum reform UR - https://www.oecd.org/en/publications/curriculum-reform_efe8a48c-en.html Y2 - 2026/03/23/16:57:15 ER - TY - JOUR TI - Exploring the Exemplary STEAM Education in the U.S. as a Practical Educational Framework for Korea AU - Yakman, Georgette AU - Lee, Hyonyong T2 - Journal of the Korean Association for Science Education DA - 2012/// PY - 2012 DO - 10.14697/jkase.2012.32.6.1072 VL - 32 IS - 6 SP - 1072 EP - 1086 J2 - Journal of the Korean Association for Science Education SN - 1226-5187 ER - TY - RPRT TI - The Future of Education and Skills: Education 2030 AU - OECD DA - 2018/06/07/ PY - 2018 DO - 10.1787/54ac7020-en DP - DOI.org (Crossref) LA - en M3 - OECD Education Policy Perspectives PB - OECD SN - 98 ST - The Future of Education and Skills UR - https://www.oecd.org/en/publications/the-future-of-education-and-skills_54ac7020-en.html Y2 - 2026/03/25/13:25:44 L1 - https://www.oecd.org/content/dam/oecd/en/publications/reports/2018/06/the-future-of-education-and-skills_5424dd26/54ac7020-en.pdf ER - TY - BOOK TI - Qualitative research: a guide to design and implementation AU - Merriam, Sharan B. AU - Tisdell, Elizabeth J. T2 - The Jossey-Bass higher and adult education series AB - "This thoroughly revised and updated classic once again presents aguide to understanding, designing and conducting a qualitativeresearch study. The fourth edition retains the reader-friendly, jargon-free style, making the book accessible to both novice and experiencedresearchers. While the book is practical guide to design andimplementation of a qualitative research study, it also helpsreaders understand the theoretical and philosophical underpinningsof this research paradigm. Drawing on the latest literature as well as both authors'experience with conducting and teaching qualitative research, thefourth edition includes new material on case study research andaction research; discussion of online data sources (video, email, skype); updated discussion of data analysis software packages anduses; new discussion of data analysis strategies, includingnarrative analysis and poetic analysis; and a section on multipleways of presenting qualitative research findings. References, examples, and quotes have all been updated throughout the book"-- CY - San Francisco, CA DA - 2016/// PY - 2016 DP - K10plus ISBN ET - Fourth edition SP - 1 LA - eng PB - John Wiley & Sons SN - 978-1-119-00361-8 978-1-119-00365-6 978-1-119-00360-1 ST - Qualitative research ER -