Premium
Effect of STEM Faculty Engagement in the Math and Science Partnership Program
Author(s) -
Zhang Xiaodong,
McInerney Joseph,
Frechtling Joy
Publication year - 2011
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2011.00088.x
Subject(s) - general partnership , attribution , mathematics education , subject matter , science education , student engagement , psychology , pedagogy , political science , curriculum , social psychology , law
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.