By Valerie L. Williams
Scientists are a wealthy source in our society that could be invaluable in strengthening technology and arithmetic schooling in faculties around the state. The nationwide technological know-how beginning (NSF) requested RAND to check the diversity of NSF courses that attach technological know-how graduate and undergraduate scholars to K-12 study rooms. This ebook identifies the affects, demanding situations, and techniques of those courses in the broader factor of making university-school partnerships as a technique for technological know-how schooling reform.
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Comments from interviewees form the basis for this discussion and are used to articulate and support various themes in the section; they do not necessarily reflect broad or representative opinions on certain topics. Section 4 addresses the question of impacts and challenges from the perspective of university participants. This section draws on comments from program directors, coordinators and managers, and graduate and undergraduate students to discuss impacts on the university as a whole. In identifying some of the challenges within the higher-education culture, this section raises the question of whether outreach programs can offer more benefits to institutions of higher education, and particularly to the university science students that participate in these programs.
Smaller class size is directly related to better grades. Having more than one person in the classroom helps the supervision and makes the student-teacher ratio smaller. The importance of having a smaller student-to-teacher ratio for hands-on learning was apparent to the graduate students as well. ” Many of the comments from this section suggest that attempts to change teacher practice without a clear understanding of the necessary support mechanisms are bound to be short lived. Many teachers commented that mandates for changing teacher practice in science education were unrealistic because they reflected a lack of understanding about classroom environments in today’s schools.
In fact, most of the universities had established relationships with the schools prior to seeking support for outreach programs. Most universities were already engaged in outreach activities and sought additional funding to expand the scope of their programs or to explore another dimension of outreach. A few of the programs we visited resulted from K–12 teachers initiating contact with the university. In these instances, science teachers who were aware of the lack of science resources at their schools made efforts to contact and work with science faculty to develop outreach programs.