Kim Beswick
Biographic Data
| ID | 3597787 |
|---|---|
| NAME | Kim Beswick |
| GIVEN NAMES | Kim |
| FAMILY NAME | Beswick |
| SIGNATURE | BESWICK K |
| AFFILIATIONS | UNSW Sydney |
| ORCID | 0000-0002-0224-5648 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Principals' Leadership Content Knowledge in STEM contexts
In this paper we consider the nature of school principals' leadership content knowledge (LCK) for STEM subjects and for integrated STEM. We present a conceptualisation of STEM LCK based on aspects of principals' STEM capability and consideration of the differences between LCK and pedagogical content knowledge. Drawing on research conducted as part of the Principals as STEM Leaders project, we report findings concerning principals' LCK based on th…
Learning contexts and visions for STEM in schools
STEM education is viewed as being vital for economic prosperity and productivity; and can contribute productively to changing technological, economic, and social demands of the twenty-first Century. However, there is limited consensus on how STEM education is understood and taught, and inadequate discussion around its role in addressing global issues such as climate change, health, poverty, food security, and other STEM-related social concerns. I…
Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy
Students' academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools (N = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed that PAS positively predicted academic buoyancy…
A model for principals' STEM leadership capability
In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross‐sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of…
Developing collective teacher efficacy in mathematics through professional learning
Since the turn of the 21st century, collective teacher efficacy has been positively associated with improved student outcomes, even after controlling for students' socioeconomic circumstances or prior achievement. Despite a large body of literature examining professional learning for teachers, little attention has been paid to intentionally fostering teachers' collective efficacy. Bandura posited 4 sources of information that contribute to the fo…
Teaching Mathematics Out-of-Field
Making tacit knowledge visible
Raising levels of school student engagement and retention in rural, regional and disadvantaged areas
This paper reports on the views of key members of the educational community about student engagement and retention in rural, regional and disadvantaged areas of the Australian state of Tasmania. It provides insights into the attributed reasons for the longstanding low levels of student retention in Tasmania, and the possible ways to militate against the widely censured problem of students leaving school too soon. The paper draws from principles o…
Making tacit knowledge visible
Learning contexts and visions for STEM in schools
STEM education is viewed as being vital for economic prosperity and productivity; and can contribute productively to changing technological, economic, and social demands of the twenty-first Century. However, there is limited consensus on how STEM education is understood and taught, and inadequate discussion around its role in addressing global issues such as climate change, health, poverty, food security, and other STEM-related social concerns. I…
Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy
Students' academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools (N = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed that PAS positively predicted academic buoyancy…
A model for principals' STEM leadership capability
In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross‐sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of…
Raising levels of school student engagement and retention in rural, regional and disadvantaged areas
This paper reports on the views of key members of the educational community about student engagement and retention in rural, regional and disadvantaged areas of the Australian state of Tasmania. It provides insights into the attributed reasons for the longstanding low levels of student retention in Tasmania, and the possible ways to militate against the widely censured problem of students leaving school too soon. The paper draws from principles o…
Making tacit knowledge visible
Teaching Mathematics Out-of-Field
A model for principals' STEM leadership capability
In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross‐sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of…
Developing collective teacher efficacy in mathematics through professional learning
Since the turn of the 21st century, collective teacher efficacy has been positively associated with improved student outcomes, even after controlling for students' socioeconomic circumstances or prior achievement. Despite a large body of literature examining professional learning for teachers, little attention has been paid to intentionally fostering teachers' collective efficacy. Bandura posited 4 sources of information that contribute to the fo…
Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy
Students' academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools (N = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed that PAS positively predicted academic buoyancy…
Learning contexts and visions for STEM in schools
STEM education is viewed as being vital for economic prosperity and productivity; and can contribute productively to changing technological, economic, and social demands of the twenty-first Century. However, there is limited consensus on how STEM education is understood and taught, and inadequate discussion around its role in addressing global issues such as climate change, health, poverty, food security, and other STEM-related social concerns. I…
Principals' Leadership Content Knowledge in STEM contexts
In this paper we consider the nature of school principals' leadership content knowledge (LCK) for STEM subjects and for integrated STEM. We present a conceptualisation of STEM LCK based on aspects of principals' STEM capability and consideration of the differences between LCK and pedagogical content knowledge. Drawing on research conducted as part of the Principals as STEM Leaders project, we report findings concerning principals' LCK based on th…
Psychology (8 works) · Mathematics education (7 works) · Pedagogy (7 works) · Sociology (6 works) · Political science (5 works) · Mathematics Education and Teaching Techniques (4 works) · Professional development (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Context (archaeology (2 works)