Learning after You Know It All: When STEM Faculty Teach Teachers, Who Learns?

Autor/inn/en	Zhang, Xiaodong; McInerney, Joseph; Frechtling, Joy
Titel	Learning after You Know It All: When STEM Faculty Teach Teachers, Who Learns?
Quelle	In: Change: The Magazine of Higher Learning, 42 (2010) 3, S.24-28 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
Schlagwörter	College Faculty; Professional Development; Inservice Teacher Education; Science Education; Technology Education; Engineering Education; Mathematics Education; College School Cooperation; Partnerships in Education; Teacher Attitudes; Learning Experience + Suchen Sie Ihr Suchwort? Fakultät; Lehrerfortbildung; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Mathematische Bildung; Hochschulpartnerschaft; Lehrerverhalten; Lernerfahrung
Abstract	The National Science Foundation (NSF) Math and Science Partnership (MSP) program is a major research and development effort to improve K-12 student achievement in mathematics and science. The substantial engagement of science, technology, engineering, and mathematics (STEM) disciplinary faculty with school-teachers is a hallmark of the MSP program. The MSP emphasis on the special knowledge and skills of STEM faculty in working with teachers represents a change in business as usual. To underscore the importance of STEM faculty involvement in teacher professional development, NSF mandates that every MSP principal investigator be a disciplinary faculty member. With support from an NSF grant, the authors tested a central MSP assumption: that disciplinary faculty have the knowledge that schoolteachers need. This assumption was examined to determine how STEM faculty members were engaged in MSP and if their involvement enhanced teacher quality and increased student achievement. This article primarily focuses on the effects of STEM faculty engagement on teachers and faculty. (Contains 6 resources.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10