Abstract
University-school partnerships can be effective in recruiting undergraduate science majors to careers in education, enhancing the capacity of in-service teachers, and improving science literacy among school-age children. A partnership model that included extended elementary classroom teaching experiences for university students, professional development opportunities for teacher mentors, and multiple campus collaborators was described. Results showed that stakeholders benefited from their involvement in the partnership in numerous ways. The authors suggest that in developing partnership programs, collaborators need to be aware that involvement is often based on stakeholders' perceived and/or actual benefits. Some benefits in the model presented were partner specific; others were common among stakeholders.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 23-34 |
| Number of pages | 12 |
| Journal | Action in Teacher Education |
| Volume | 27 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jan 1 2006 |
Fingerprint
ASJC Scopus subject areas
- Education
Cite this
A University-School Partnership Model : Providing Stakeholders with Benefits to Enhance Science Literacy. / Smith, Martin; Trexler, Cary J.
In: Action in Teacher Education, Vol. 27, No. 4, 01.01.2006, p. 23-34.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A University-School Partnership Model
T2 - Providing Stakeholders with Benefits to Enhance Science Literacy
AU - Smith, Martin
AU - Trexler, Cary J.
PY - 2006/1/1
Y1 - 2006/1/1
N2 - University-school partnerships can be effective in recruiting undergraduate science majors to careers in education, enhancing the capacity of in-service teachers, and improving science literacy among school-age children. A partnership model that included extended elementary classroom teaching experiences for university students, professional development opportunities for teacher mentors, and multiple campus collaborators was described. Results showed that stakeholders benefited from their involvement in the partnership in numerous ways. The authors suggest that in developing partnership programs, collaborators need to be aware that involvement is often based on stakeholders' perceived and/or actual benefits. Some benefits in the model presented were partner specific; others were common among stakeholders.
AB - University-school partnerships can be effective in recruiting undergraduate science majors to careers in education, enhancing the capacity of in-service teachers, and improving science literacy among school-age children. A partnership model that included extended elementary classroom teaching experiences for university students, professional development opportunities for teacher mentors, and multiple campus collaborators was described. Results showed that stakeholders benefited from their involvement in the partnership in numerous ways. The authors suggest that in developing partnership programs, collaborators need to be aware that involvement is often based on stakeholders' perceived and/or actual benefits. Some benefits in the model presented were partner specific; others were common among stakeholders.
UR - http://www.scopus.com/inward/record.url?scp=79958157288&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79958157288&partnerID=8YFLogxK
U2 - 10.1080/01626620.2006.10463398
DO - 10.1080/01626620.2006.10463398
M3 - Article
AN - SCOPUS:79958157288
VL - 27
SP - 23
EP - 34
JO - Action in Teacher Education
JF - Action in Teacher Education
SN - 0162-6620
IS - 4
ER -