Effect of STEM Faculty Engagement in the Math and Science Partnership Program

Autor/inn/en	Zhang, Xiaodong; McInerney, Joseph; Frechtling, Joy
Titel	Effect of STEM Faculty Engagement in the Math and Science Partnership Program
Quelle	In: School Science and Mathematics, 111 (2011) 6, S.274-287 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2011.00088.x
Schlagwörter	Higher Education; Elementary Secondary Education; Elementary School Teachers; Secondary School Teachers; Teaching Methods; STEM Education; College Faculty; College School Cooperation; Teacher Participation; Partnerships in Education; Science Achievement; Mathematics Achievement; Case Studies; Interviews; Program Effectiveness + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Fakultät; Hochschulpartnerschaft; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	The article explores the effect of the engagement of university science, technology, engineering, and mathematics (STEM) faculty in the Math and Science Partnership program. The findings suggest that K-12 teachers benefited from the engagement in terms of improved approaches to teaching and learning, increased knowledge of subject matter content, and increased confidence. STEM faculty benefited from new ideas about teaching and learning, insights into research, more knowledge of the K-12 education system, and a broader understanding of education overall. Student achievement also improved, although direct attribution to faculty involvement is somewhat unclear. Furthermore, in the short run at least, it appears that few benefits extend beyond those faculty who are direct participants, and few systemic changes have been made in institutions of higher education systems. (Contains 6 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10