Given the high probability of national and federal research laboratories
continuing to sponsor science education partnerships between their staff and
classroom science teachers and the dearth of research in this area, this study set out
to delineate best practices associated with such partnerships for the purpose of
increasing the effectiveness of future partnerships. This investigation critically
examined two science education partnerships at selected federal research laboratories
over the course of summer workshops and the subsequent academic year. Sources of
data included interviews, workshop observations, electronic mail communication,
written program evaluations, and casual conversation.
A unique feature of this research was the inclusion of all representative groups
including program administrators, laboratory scientists, and the participating classroom
teachers. By capturing the perspectives of all participant groups, this research was
able to present a complete portrayal of science education partnerships at two national
research laboratories. The longitudinal nature of this investigation allowed for all
components of each program (e.g. planning, organization, implementation, evaluation,
and follow-up) to be included in the research.
The determination of best practices in science education partnerships provided
the framework for this research which clearly showed the underlying importance of the
need for all participants to understand the goals and what is expected of them before
the program gets underway. To be achievable, individual and programmatic
expectations must be in alignment with the overall goals of a program. To be
attainable, the goals must be understood by all and provide a framework for the
expectations. Without a clear and shared vision of a programs direction, goals and
expectations are not likely to be fulfilled. The common thread for each of these
components is communication and its importance during all stages of a program
cannot be overstated.
Additional findings suggest a variety of areas that should be considered
important in science education partnerships. Insight into effective classroom transfer,
the role of lead teachers, the role of scientists and science content, and program
evaluation was developed as a result of this study. / Graduation date: 2002
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/29974 |
| Date | 19 July 2001 |
| Creators | Henderson, Sandra |
| Contributors | Lederman, Norman G. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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