School leadership is critical to student success, instructional capacity, and school culture. In many schools, teachers assume leadership responsibiliteis centered on developing the instructional capacity of faculty while promoting a collective leadership model. Research in this area focuses on the influence this model has on various components of teaching, learning, and leadership.
PROJECTS
STEM School Transformation
The formation of STEM-focused schools has been a priority for local school systems and state and national policymakers. Yet despite calls for 1,000 new STEM-focused schools within the next decade, little consensus exists on what defines a STEM-focused school and the process by which they come to be. As greater emphasis is placed on the formation of STEM-focused schools we, as a research field, must better understand the process by which STEM-focused schools develop and how such transformations impact student outcomes and teacher practices in order to improve their outcomes across different contexts.
Our research explores the emergence of a more contemporary phenomenon – the formation of STEM-focused Catholic schools. Our research addresses the following research questions:
How does a STEM transformation impact the nature of schooling?
What factors define a Catholic STEM-focused school?
What are the critical components of a Catholic STEM-focused school?
PUBLICATIONS
2017_Cultural Studies in Science Education
Kloser, M., Wilsey, M., Hopkins, D., Dallavis, J. W., Lavin, E., and Comuniello, M. (2017). Dual identities: Organizational negotiation in STEM-focused Catholic schools. Cultural Studies in Science Education, 1-31.
CONFERENCES
2016_NARST_Baltimore, MD
Kloser, M., Wilsey, M., Hopkins, D., Dallavis, J., Lavin, E., Comuniello, M. (2016). Dual identities: Toward a framework for STEM-focused Catholic schools. A Paper for the Annual Meeting of the National Association of Research for Science Teaching. Baltimore, MD.
