A School-University Math and Science P-16 Partnership: Lessons Learned in Promoting College and Career Readiness

Autor/inn/en	Alford, Betty; Rudolph, Amanda; Beal, Heather Olson; Hill, Brenda
Titel	A School-University Math and Science P-16 Partnership: Lessons Learned in Promoting College and Career Readiness
Quelle	In: Planning and Changing, 45 (2014) 1-2, S.99-119 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	College School Cooperation; Partnerships in Education; College Readiness; Career Readiness; Alignment (Education); Mixed Methods Research; Case Studies; Secondary School Mathematics; Secondary School Science; College Science; College Mathematics; Preschool Education; Elementary Secondary Education; Rural Schools; State Standards; Academic Standards; College Faculty; Secondary School Teachers; High Schools; Preservice Teachers; Focus Groups; Community Colleges; Universities; Interviews; Surveys; Texas + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Case study; Fallstudie; Case Study; Pre-school education; Vorschulerziehung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Fakultät; High school; Oberschule; Community college; Community College; University; Universität; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung
Abstract	Increasing rigor in secondary school classrooms for college and career readiness is a priority throughout the nation with the adoption of more challenging standards for student performance and is an important role for school leaders in creating conditions in schools to meet this challenge (Young, 2012). P-16 partnerships can assist by aligning the expectations for high school and college students as part of P-16 efforts to bridge the gap between high school and college (Bloom, 2011; Chamberlain & Plucker, 2008; Ek, Machado-Casas, Sanchez, & Alanis, 2010). Yet, leadership is needed for P-16 alignment efforts to be successful (Rochford, 2005). The identification of benefits and challenges in promoting college and career readiness alignment for math and science can be useful as school leaders throughout the nation lead similar reform efforts. The purpose of this mixed-methods case study was to identify key benefits and challenges of a P-16 initiative to strengthen secondary and postsecondary math and science alignment in predominantly low-income, rural schools by working in collaboration with university professors, high school, and pre-service teachers to meet College and Career Readiness Standards. Both benefits accrued from the partnership as well as challenges that participants identified for full implementation will be discussed in this article. (As Provided).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01