Abstract
In this chapter, we explore the literature on how school culture can shift through innovation and, specifically in this research, how the adoption of maker pedagogies can facilitate a shift from more traditional approaches to teaching and learning to a maker culture that is student-driven, inquiry-based, and failure-positive. We examine the important role of the schools’ administrators in supporting this kind of change. In the context of this research, we discuss how the involvement of the school principal enhanced the teachers’ experiences in the project, while also increasing the success of the design and implementation of the makerspace.
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Hughes, J., Morrison, L. (2022). Shifting School Culture Through Shared Leadership and Support. In: Hughes, J. (eds) Making, Makers, Makerspaces. Springer, Cham. https://doi.org/10.1007/978-3-031-09819-2_7
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DOI: https://doi.org/10.1007/978-3-031-09819-2_7
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