Sharon Fraser
Biographic Data
| ID | 4611159 |
|---|---|
| NAME | Sharon Fraser |
| GIVEN NAMES | Sharon |
| FAMILY NAME | Fraser |
| SIGNATURE | FRASER S |
| AFFILIATIONS | University of Tasmania |
| ORCID | 0000-0002-0766-4892 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Enhancing education and employment and career opportunities through collaboration in the mining sector
With the increasing demand for critical minerals, there is a growing concern about the impact of mining on communities and the environment. As part of an interdisciplinary study on community perceptions about education and the mineral industry, we undertook a scoping review to investigate how education, employment, and career opportunities in/for the mining industry of rural and regional communities can be supported. Our research question was: Ho…
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…
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…
Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science
Many factors are claimed to explain Australian students’ declining participation rates in senior secondary science subjects. These include, for instance, the influences of SES, indigeneity, and gender. While acknowledging the compelling case for these factors affecting student pathways, in this study we explore associations between students’ literacy achievement test scores in early secondary school and their senior secondary participation in sci…
Shaping science, technology, engineering and mathematics curriculum in Australian schools
Improving young people’s engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations’ economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and …
Enhancing mummy ‘palaeobiographies’ through the use of multidisciplinary techniques and approaches
Scientific examination of mummies has provided a better understanding of the ancestry, diet, disease, medical practices, mummification processes, culture and society of human populations worldwide and from different epochs. However, many examinations have been invasive and/or destructive, leading to current-day concerns among archaeologists and mummy custodians about this methodology. Multidisciplinary approaches, notably minimally invasive biops…
Considering Young People’s Dislocation From STEM Education
Rural, regional and remote (RRR) communities and industries in Australia cannot currently produce or attract the workforce needed to survive, making skills and qualifications in science, technology, engineering and mathematics (STEM) increasingly important. Yet student engagement in STEM education in RRR schools remains low, with limited numbers of young people either moving into further STEM education post-secondary, or accessing readily availab…
Making tacit knowledge visible
Internal Meanings
Since the 1980s art historians and archaeologists have been aware of the terracotta figurines from Koma Land in northern Ghana (Kröger 1988; Anquandah 1987, 1998). The pioneering excavation and publications by James Anquandah (Anquandah and van Ham 1985; Anquandah 1987, 1998) established their provenance, and unprovenanced figurines from illegal excavations have subsequently increased known numbers. The dominant focus in publication of the Koma L…
Youth physical activity and health interventions
This paper directs attention towards the plethora of ongoing health and well-being initiatives that seek to address young people's participation in physical activity and that are underpinned by interests in youth health. Focusing on contemporary developments in the state of Tasmania and throughout Australia, the paper examines these initiatives by highlighting the complexities of health and well-being contexts relating to youth physical activity …
The curriculum? That's just a unit outline, isn't it
The term curriculum is familiar in school education, but more ambiguous in its usage in a higher education context. Although it is frequently used in academic staff discussions, policy and planning documents, and to describe advisory bodies, its usage is inconsistent and multifarious. This article reports a phenomenographic study of the ways in which academics conceive of the curriculum in higher education. It examines the variation in perception…
The curriculum? That's just a unit outline, isn't it
The term curriculum is familiar in school education, but more ambiguous in its usage in a higher education context. Although it is frequently used in academic staff discussions, policy and planning documents, and to describe advisory bodies, its usage is inconsistent and multifarious. This article reports a phenomenographic study of the ways in which academics conceive of the curriculum in higher education. It examines the variation in perception…
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…
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…
Internal Meanings
Since the 1980s art historians and archaeologists have been aware of the terracotta figurines from Koma Land in northern Ghana (Kröger 1988; Anquandah 1987, 1998). The pioneering excavation and publications by James Anquandah (Anquandah and van Ham 1985; Anquandah 1987, 1998) established their provenance, and unprovenanced figurines from illegal excavations have subsequently increased known numbers. The dominant focus in publication of the Koma L…
The curriculum? That's just a unit outline, isn't it
The term curriculum is familiar in school education, but more ambiguous in its usage in a higher education context. Although it is frequently used in academic staff discussions, policy and planning documents, and to describe advisory bodies, its usage is inconsistent and multifarious. This article reports a phenomenographic study of the ways in which academics conceive of the curriculum in higher education. It examines the variation in perception…
Youth physical activity and health interventions
This paper directs attention towards the plethora of ongoing health and well-being initiatives that seek to address young people's participation in physical activity and that are underpinned by interests in youth health. Focusing on contemporary developments in the state of Tasmania and throughout Australia, the paper examines these initiatives by highlighting the complexities of health and well-being contexts relating to youth physical activity …
Internal Meanings
Since the 1980s art historians and archaeologists have been aware of the terracotta figurines from Koma Land in northern Ghana (Kröger 1988; Anquandah 1987, 1998). The pioneering excavation and publications by James Anquandah (Anquandah and van Ham 1985; Anquandah 1987, 1998) established their provenance, and unprovenanced figurines from illegal excavations have subsequently increased known numbers. The dominant focus in publication of the Koma L…
Making tacit knowledge visible
Considering Young People’s Dislocation From STEM Education
Rural, regional and remote (RRR) communities and industries in Australia cannot currently produce or attract the workforce needed to survive, making skills and qualifications in science, technology, engineering and mathematics (STEM) increasingly important. Yet student engagement in STEM education in RRR schools remains low, with limited numbers of young people either moving into further STEM education post-secondary, or accessing readily availab…
Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science
Many factors are claimed to explain Australian students’ declining participation rates in senior secondary science subjects. These include, for instance, the influences of SES, indigeneity, and gender. While acknowledging the compelling case for these factors affecting student pathways, in this study we explore associations between students’ literacy achievement test scores in early secondary school and their senior secondary participation in sci…
Shaping science, technology, engineering and mathematics curriculum in Australian schools
Improving young people’s engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations’ economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and …
Enhancing mummy ‘palaeobiographies’ through the use of multidisciplinary techniques and approaches
Scientific examination of mummies has provided a better understanding of the ancestry, diet, disease, medical practices, mummification processes, culture and society of human populations worldwide and from different epochs. However, many examinations have been invasive and/or destructive, leading to current-day concerns among archaeologists and mummy custodians about this methodology. Multidisciplinary approaches, notably minimally invasive biops…
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…
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…
Enhancing education and employment and career opportunities through collaboration in the mining sector
With the increasing demand for critical minerals, there is a growing concern about the impact of mining on communities and the environment. As part of an interdisciplinary study on community perceptions about education and the mineral industry, we undertook a scoping review to investigate how education, employment, and career opportunities in/for the mining industry of rural and regional communities can be supported. Our research question was: Ho…
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…
Sociology (9 works) · Pedagogy (8 works) · Psychology (8 works) · Mathematics education (7 works) · Political science (6 works) · Public relations (4 works) · Computer Science (3 works) · Medicine (3 works) · Science education (3 works) · Social science (3 works)