Partnership Enhancement Model for P-16 Mathematics and Science Education

• In Event: Roundtable Session 21
  In Roundtable Session: Teachers and Educational Change: Readiness, Efficacy, and Instructional Practice

Abstract

Partnership enhancement projects (PEP) in Kentucky were examined to identify challenges and benefits of this model for mathematics and science education reform. Twelve school districts partnered with higher education to design and implement professional development plans to address local school and district needs. Three patterns emerged in this qualitative study: surveys showed a gap between activities teachers felt were important and actual classroom activities; nearly all participants believed the connections made with other teachers were important; teachers emerged as leaders, taking an active role in planning and presenting professional development. Using a PEP to bring about mathematics and science education reform is unique in that it allows teachers and administrators within school districts to become active participants in the process.

Authors

• Merryn Cole, University of Kentucky

• Jennifer A. Wilhelm, University of Kentucky

• Eugenia Toma, University of Kentucky