Using Inquiry to Improve Pedagogy through K‐12/University Partnerships

Huziak-Clark, Tracy; Hook, Stephen J. Van; Nurnberger‐Haag, Julie; Ballone-Duran, Lena

doi:10.1111/j.1949-8594.2007.tb17796.x

Cited by 17 publications

(17 citation statements)

References 18 publications

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“…The first aspect is that fellows gained: an understanding of the pedagogical techniques and strategies to promote and improve student learning. This supports findings from Avery et al (2003), Huziak et al (2007), Thompson et al (2002) and Van Hook et al (2009). The other facets that emerged were the necessity to develop and possess a) the personality traits that promote learning and positive, well-managed and organized classroom culture, and b) the fortitude and resolve to rise to the many different challenges that can occur throughout the school day.…”

Section: Discussionsupporting

confidence: 90%

What Graduate Students from Diverse Disciplines Learn about Teaching from Working with Middle School Teachers and Students

Roemmele¹,

Harbor²,

Moore³

2016

IRHE

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We investigated how a program (GK-12) that engages diverse graduate students with middle school teachers and children impacts the participants’ teaching knowledge over a period of one day a week over ten-weeks. The experience includes graduate students developing and delivering a standards-based, hands-on and inquiry-infused lesson centered around their research interests. Qualitative analysis of reflective journals of the participants show that this intensive engagement with teachers and students increased their understanding and experience with pedagogical techniques and strategies to promote and improve student learning and understanding, developing and enhancing personality traits that encourage a positive culture for learning, and acquiring strategies and the fortitude needed to meet and deal with multiple priorities in a complex teaching environment. These results suggest that GK-12 type programs provide graduate students with skills and experiences that can be valuable when seeking employment in industry, the public or nonprofit sector, or as faculty at post-secondary institutions. Continued research of the program is necessary to determine how past participants have utilized these skills as a competitive advantage in their careers.

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Section: Discussionsupporting

confidence: 90%

What Graduate Students from Diverse Disciplines Learn about Teaching from Working with Middle School Teachers and Students

Roemmele¹,

Harbor²,

Moore³

2016

IRHE

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“…Their principals and the fellows confirmed this. Other GK‐12 studies found similar gains in content knowledge for the teachers (Cormas & Barufaldi, ; Huziak‐Clark, Van Hook, Nurnberger‐Haag, & Ballone‐Duran, ; Lundmark, ). Some studies have found a trend of an increasing inquiry‐oriented approach over the course of the academic year when the teacher participates in the GK‐12 program (Gengarelly & Abrams, ; Stamp & O'Brien, ).…”

mentioning

confidence: 55%

Training Master's‐Level Graduate Students to Use Inquiry Instruction to Teach Middle‐Level and High‐School Science Concepts

Gilman

Hitt

Gilman

2015

School Sci & Mathematics

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Through the GK‐12 program of the National Science Foundation, graduate student fellows in a coastal marine and wetland studies program were trained to present targeted science concepts to middle‐ and high‐school classes through their own research‐based lessons. Initially, they were taught to follow the 5‐E learning cycle in lesson plan development, but a streamlined approach targeting the three attributes of science concepts—macroscopic, model, and symbolic—was found to be a better approach, while still incorporating key facets of the 5‐E model. Evaluation of the level of inquiry in the classrooms was determined using an inquiry scale from 0 to 4, differentiated by the relative number of actions that are student‐centered. The graduate fellows consistently delivered lessons at the targeted levels 2 or 3, guided inquiry. In order to assess student learning, the GK‐12 fellows were trained to develop single‐item pre‐ and post‐assessments designed to probe middle‐level and high‐school students' understanding of the macroscopic, model, and symbolic attributes of targeted science concepts. For the lessons based on the research of the fellows, about 80% of the students showed statistically and practically significant learning gains. The GK‐12 fellows positively impact the classroom and are effective science ambassadors.

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“…Alexandra Curley's (2005) research was dedicated to determining if there was a direct relationship between the effects of the neighborhood and unemployment as it relates to crime, underage pregnancy, and high school drop outs (Huziak-Clark et al 2007). The researcher determined that collective efficacy should really be interpreted as social cohesion.…”

Section: Employment and Job Trainingmentioning

confidence: 98%

The Impact of Town–Gown Relationships on the Sustainability of African American Communities: An Examination of the Role of HBCUs

Gallo

Davis

2008

J Afr Am St

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The purpose of this study was to investigate the perceptions of faculty, staff, and residents regarding the town-gown relationship on the sustainability of the African American communities as it related to educational benefits, home ownership, employment and job training, earning potential, and graduation rates. A survey design was used to collect and analyze the data. The one-way of analysis of variance and the Scheffe' Multiple Comparison Test were used to analyze the data. The findings from this study indicated that in general, faculty, staff, and residents exhibited similar perceptions regarding the town-gown relationship on the sustainability of the community with respect to graduation rates, educational benefits, and employment and job training, and it appeared that the earning potentials of African American communities perceived that town-gown relationships had been more effective in increasing the earning potentials in the community than did the university staff members. Data suggested that faculty members perceived that the town-gown relationship had been more effective in enhancing home ownership in the community than staff members'.

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Using Inquiry to Improve Pedagogy through K‐12/University Partnerships

Cited by 17 publications

References 18 publications

What Graduate Students from Diverse Disciplines Learn about Teaching from Working with Middle School Teachers and Students

What Graduate Students from Diverse Disciplines Learn about Teaching from Working with Middle School Teachers and Students

Training Master's‐Level Graduate Students to Use Inquiry Instruction to Teach Middle‐Level and High‐School Science Concepts

The Impact of Town–Gown Relationships on the Sustainability of African American Communities: An Examination of the Role of HBCUs

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