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Title:Who's teaching whom? Scientist/teacher teams and administrative strategies
Author(s):Comstock, Sharon; Harnisch, Delwyn; Bruce, Bertram C.; Mehra, Bharat
Environment for learning
Technology-enhanced learning
School-university collaboration
Abstract:As one of the research university teams participating in the National Science Foundation (NSF) GK-12 Fellowship Program*, site educators and scientists are realizing collaborative, technology-rich learning environments that have implications for teacher development, administrative planning for technology and curriculum, and the professional growth of young scientists. Scientist fellows in biology, chemistry, mathematics, computer and information science are strategically partnering with high school teachers and administrators, integrating the use of problem-based learning (PBL), scientific visualization, and informatics in science and mathematics education. Initial data thus collected by the GK-12 Evaluation Team of six teams at four sites across Illinois offer context and contrast in professional development, support, planning, and implementation. This paper addresses the evolving collaborations between administration strategists, the science and mathematic teachers, and scientist-fellows at these sites and the implications for success. *The EdGRID GK12 Fellowship Program supports annual teaching fellowships for graduate student scientists from the University of Illinois, Urbana-Champaign and is administered by the National Center for Supercomputing Applications.
Issue Date:2002-06
Publisher:Association for the Advancement of Computing in Education
Citation Info:Comstock, Sharon; Harnisch, Delwyn; Bruce, Bertram C.; & Mehra, Bharat (2002). Who's teaching whom? Scientist/teacher teams and administrative strategies pdf logo. In P. Barker & S. Rebelsky (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 (pp. 342-343). Chesapeake, VA: Association for the Advancement of Computing in Education.
Genre:Book Chapter
Publication Status:published or submitted for publication
Peer Reviewed:is peer reviewed
Sponsor:National Science Foundation Grant/Contract # 0086455
Date Available in IDEALS:2010-07-06

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