A Preliminary Case Study of SCALE Activities at the University of Wisconsin-Madison: Factors Influencing Change Initiatives in STEM Undergraduate Education, Teacher Training, and Partnerships with K-12 Districts. WCER Working Paper No. 2007-2

Autor/inn/en	Hora, Matthew T.; Millar, Susan B.
Institution	Wisconsin Center for Education Research, Madison.
Titel	A Preliminary Case Study of SCALE Activities at the University of Wisconsin-Madison: Factors Influencing Change Initiatives in STEM Undergraduate Education, Teacher Training, and Partnerships with K-12 Districts. WCER Working Paper No. 2007-2
Quelle	(2007), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Measures (Individuals); Preservice Teacher Education; Case Studies; Undergraduate Study; Science Curriculum; Professional Development; College School Cooperation; Partnerships in Education; Program Implementation; Educational Change; Change Strategies; Educational Policy; Policy Formation; Program Effectiveness; Educational Research; Research Methodology; Mathematics Education; Wisconsin + Suchen Sie Ihr Suchwort? Messdaten; Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Grundstudium; Hochschulpartnerschaft; Bildungsreform; Lösungsstrategie; Politics of education; Bildungspolitik; Politische Betätigung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Mathematische Bildung
Abstract	This report on the SCALE Institutions of Higher Education (IHE) Case Studies line of work provides preliminary findings about SCALE activities at the University of Wisconsin-Madison (UW-Madison). This study focuses on the structural and behavioral dynamics influencing the implementation of the four core SCALE strategies for effecting change in IHEs: (1) reform undergraduate science, technology, engineering and mathematics (STEM) courses; (2) promote collaboration between STEM and education departments regarding pre-service teacher education; (3) promote collaboration between IHEs and K-12 districts regarding in-service professional development; and (4) improve institutional policies and practices at the IHE level that support faculty engaged in pre- and in-service activities. Preliminary findings indicate that SCALE is making progress in each of these areas. Through the Math Masters and Immersion Unit professional development programs for K-12 math and science teachers, SCALE is engaging STEM faculty in learning and modeling inquiry-based pedagogy, which is influencing the faculty's conception of their own teaching and of K-12 issues. Through the co-construction of professional development materials and the co-facilitation of the actual professional development sessions, SCALE is introducing a new, more collaborative and mutually beneficial partnership between UW-Madison and the Madison Metropolitan School District (MMSD). The emerging partnership between the UW-Madison Mathematics Department and MMSD is resulting in greater faculty attention to K-12 issues and in institutional support for the continuation of the Math Masters program from both partner organizations. SCALE is also leading interdepartmental efforts to revise the pre-service math and science curriculum for elementary and middle school teacher candidates. (Contains 2 figures, 2 tables, and 1 footnote.) (ERIC).
Anmerkungen	Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: http://www.wcer.wisc.edu/publications/workingpapers.index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10