A Longitudinal Study of the Effectiveness of a K-12 Engagement Program on Graduate Student Learning Outcomes

Autor/inn/en	Weeks, Faith; Gong, Ruiyang; Harbor, Jon
Titel	A Longitudinal Study of the Effectiveness of a K-12 Engagement Program on Graduate Student Learning Outcomes
Quelle	In: International Journal of Higher Education, 4 (2015) 3, S.188-198 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Longitudinal Studies; Graduate Students; STEM Education; Elementary Secondary Education; College School Cooperation; Partnerships in Education; Cohort Analysis; Qualitative Research; Journal Articles; Sustainability; Phenomenology; Skill Development; Learning Experience; Teacher Student Relationship; Instructional Effectiveness; Outreach Programs + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; STEM; Hochschulpartnerschaft; Kohortenanalyse; Qualitative Forschung; Journal article; Zeitschriftenaufsatz; Nachhaltigkeit; Phenomenological psychology; Phänomenologie; Psychologie; Kompetenzentwicklung; Qualifikationsentwicklung; Lernerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Jobcoaching
Abstract	Programs that connect higher and K-12 education provide benefits to K-12 students, teachers, and higher education. The National Science Foundation (NSF) invested in programs connecting domestic STEM graduate students with K-12 education for over a decade (GK-12), intending that such engagement would help achieve graduate student learning outcomes and would be sustained after NSF funding. By comparing two cohorts of graduate and post-doctoral student participants in a sustained GK-12 we have begun longitudinal assessment of a program as it matures and diversifies by integrating non-STEM and international students. Qualitative analysis of participant journals shows that the sustained GK-12 has continuing impacts on graduate students' teaching, teamwork, and communication skills, and aids in shaping their future career plans. A new theme that emerged in the later cohort related to participants' changing perspectives on pedagogy and teaching as a part of faculty responsibilities. We encourage universities seeking to meet expanded graduate student learning outcomes to consider adopting/adapting the GK-12 model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01