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How a particular STEAM model is developing primary education : lessons from the Teach-Make project (England)
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Trowsdale, Jo and Davies, Richard (2024) How a particular STEAM model is developing primary education : lessons from the Teach-Make project (England). Journal of Research in Innovative Teaching & Learning . doi:10.1108/JRIT-10-2022-0066 ISSN 2397-7604. (In Press)
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Official URL: http://dx.doi.org/10.1108/JRIT-10-2022-0066
Abstract
Purpose:
There is a lack of clarity about what constitutes Science, Technology, Engineering, Arts and Mathematics (STEAM) education and what the arts contribute. In this paper the authors discuss a distinct model, theorised from a five-year study of a particular, innovative STEAM education project (The Imagineerium), and developed by the researchers through working with primary school teachers in England within a second project (Teach-Make). The paper examines how teachers implemented this model, the Trowsdale art-making model for education (the TAME), and reflected on its value and positive impact on their planning and pedagogy.
Design/methodology/approach
The paper draws on two studies: firstly, a five-year, mixed methods, participative study of The Imagineerium and secondly a participative and collaborative qualitative study of Teach-Make.
Findings:
Study of The Imagineerium showed strong positive educational outcomes for pupils and an appetite from teachers to translate the approach to the classroom. The Teach-Make project showed that with a clear curriculum model (the TAME) and professional development to improve teachers' planning and active pedagogical skills, they could design and deliver “imagineerium-like” schemes of work in their classrooms. Teachers reported a positive impact on both their own approach to supporting learning, as well as pupil progression and enjoyment.
Originality/value:
The paper argues that the TAME, a consolidation of research evidence from The Imagineerium and developed through Teach-Make, offers both a distinctive and effective model for STEAM and broader education, one that is accessible to, valued by and manageable for teachers.
Item Type: | Journal Article | ||||||
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Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education |
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Divisions: | Faculty of Social Sciences > Sociology | ||||||
Library of Congress Subject Headings (LCSH): | Education, Primary -- Curricula, Art -- Study and teaching (Primary), Teachers -- Training of | ||||||
Journal or Publication Title: | Journal of Research in Innovative Teaching & Learning | ||||||
Publisher: | Emerald | ||||||
ISSN: | 2397-7604 | ||||||
Official Date: | 1 February 2024 | ||||||
Dates: |
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DOI: | 10.1108/JRIT-10-2022-0066 | ||||||
Status: | Peer Reviewed | ||||||
Publication Status: | In Press | ||||||
Access rights to Published version: | Open Access (Creative Commons) | ||||||
Date of first compliant deposit: | 29 April 2024 | ||||||
Date of first compliant Open Access: | 30 April 2024 | ||||||
RIOXX Funder/Project Grant: |
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