The STEM initiative---a multiple case study of mission-driven leadership in two schools implementing STEM in Texas: Successes, obstacles, and lessons learned

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dc.contributor.advisorRodríguez, Mariela A.
dc.contributor.authorStotts, Jennifer L.
dc.contributor.committeeMemberBarnett, Bruce G.
dc.contributor.committeeMemberGarza, Encarnaction
dc.contributor.committeeMemberRuíz, Elsa C.
dc.date.accessioned2024-01-26T23:09:02Z
dc.date.available2024-01-26T23:09:02Z
dc.date.issued2011
dc.descriptionThe author has granted permission for their work to be available to the general public.
dc.description.abstractThis qualitative study explored Mission-Driven Leadership in two high schools implementing the STEM education initiative in Texas. The study employed critical theory and a pragmatic lens to inform the findings. As part of the data collection process, interviews were conducted with the principals and a focus group of three to five teachers from each campus. Data was collected from state assessment reports, school websites, observations, photos, the researcher's own reflexive journal, and from artifact data requested from the schools. The primary method of recording the interpretations of the data was narrative form with poetic transcriptions. The findings revealed five major themes requisite to successful implementation of the STEM Academies Design Blueprint. One, the school leader must promote a clear mission and incorporate a culture of collective trust and collective responsibility as key components of a responsive system that reflects to continually improve school capacity. Two, leaders must develop an open climate with positive organizational health where authenticity, respect, and trust form the basis for collaboration and collegial relationships , and where there exists a shared locus of agency. Third, STEM schools must adopt high levels of academic optimism and engagement, develop internal professional capacity, and graduate all students ready for college and careers in STEM fields. Fourth, the culture must advance a strong capacity for improvement through: collaborative leadership, student voice, and a reflective practice on pedagogy and culture. And fifth, the purpose of the STEM Leadership Coach should be clearly defined to include discourse, reflection, and action on the previous four findings so that school leaders see value in the coaching process. These research findings are important and timely to address school districts and state and national education reform platforms that seek to develop a STEM-minded teaching force, increase the intellectual STEM capital of all students, develop the P-20 STEM pipeline, and contribute to increased student achievement for all.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent272 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781124629001
dc.identifier.urihttps://hdl.handle.net/20.500.12588/2729
dc.languageen
dc.subjectAcademic Optimism
dc.subjectClimate
dc.subjectCulture
dc.subjectMath Reform
dc.subjectMission-Driven Leadership
dc.subjectSTEM
dc.subject.classificationEducational leadership
dc.subject.classificationEducational administration
dc.subject.classificationMathematics education
dc.titleThe STEM initiative---a multiple case study of mission-driven leadership in two schools implementing STEM in Texas: Successes, obstacles, and lessons learned
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_OA
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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