Improving student achievement is a major concern across the United States. One
strategy being implemented to help students achieve in math and science is the
partnering of teachers with professionals in math and science careers. One such program
is the Fellows Integrate Math/Science in Rural Middle Schools program, from which this
research stems.
The intent of the program was to match middle school teachers with graduate
students preparing for careers in science, technology, mathematics, or engineering fields.
The graduate students spent ten hours a week in classrooms, interacting with teachers
and students. Improved student performance in math and science, improved teacher
content knowledge, and improved graduate student communication skills were expected
program outcomes. This research assessed the impact of program participation on the
teachers and graduate students involved.
Data were collected from 33 middle school teachers and 33 graduate students
over the course of two years of program participation. Questionnaires included a pre post measurement of knowledge, experience, and comfort level with education related
groups and issues and summative program evaluations.
Major findings of the research included:
1. Teacher knowledge, experience, and comfort levels with education
related groups and issues did not change significantly because of
participation in the program.
2. Graduate students experienced a decrease in knowledge, experience, and
comfort level with several education related groups and issues from the
beginning of the school year to the end. Knowledge decreases were noted
with the following groups and issues:
a. High school students
b. Teaching college students
c. Theories of learning
d. Planning a project
e. Following through on project tasks
Experience level decreases were noted with the following groups and
issues:
a. Science education reform
b. Current issues in K-12 education
c. Teaching college students
d. Theories of learning
e. Assessing student learning
Comfort level decreases were noted with the following groups and issues:
a. Elementary school students
b. University faculty engaged in K-12 education
c. Science education reform
d. Teaching college students
e. Theories of learning
f. Evaluating educational activities
3. Graduate student gender, race, and age were not found to be predictors of
success in this partnership program.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-1227 |
| Date | 15 May 2009 |
| Creators | Mowen, Diana L. |
| Contributors | Harlin, Julie F. |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | electronic, application/pdf, born digital |
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