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ERIC Number: EJ882619
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0009-1383
Learning after You Know It All: When STEM Faculty Teach Teachers, Who Learns?
Zhang, Xiaodong; McInerney, Joseph; Frechtling, Joy
Change: The Magazine of Higher Learning, v42 n3 p24-28 May-Jun 2010
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.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A