HR: 14:10h
AN: ED13F-02    [Abstracts]
TI: Examining the Dynamics and Evolution of Scientist-Teacher Partnerships Using Case Studies
AU: * Walker, B A
EM: rwalker@geo.arizona.edu
AF: Department of Geosciences, The University of Arizona, 1040 E. 4th St., Tucson, AZ 85719
AU: Hall, M K
EM: hall@scieds.com
AF: Science Education Solutions, 4200 W. Jemez Rd. Suite 301, Los Alamos, NM 85744
AB: Partnerships between scientists and teachers bring individuals from different work cultures together to share information, make mutual decisions, achieve common goals, and contribute resources and skills (Gomez et al., 1990.) Because of differences between the cultures of science and teaching, building productive, durable partnerships is a challenge. CATTS (Collaboration to Advance Teaching Technology and Science) is an NSF GK-12 fellowship program that establishes partnerships between graduate and undergraduate CATTS fellows and K-12 teachers. Ideally, these sustainable relationships will increase each partner's knowledge and skill in inquiry-based teaching, the quality and quantity of math and science taught, and the likelihood of initiating future partnerships. We used a case study approach to investigate the dynamics of partnership development in the context of CATTS and why some partnerships evolve successfully and others do not. Data were obtained using classroom observations, journals, surveys, and interviews with fellows and teachers. We found commonalities among case studies that allowed us to identify patterns in partnership evolution, attributes of successful and unsuccessful partnerships, and barriers to their formation. Specific shared goals and expectations were essential, but flexibility was also important as the goals and expectations evolved over time. Role definition was an iterative process that required frequent communication and feedback between partners. Establishing hierarchical roles resulted in intimidation and breakdown of communication. The best partnerships involved a division of labor in the classroom and in planning and collaboration in which each partner's strengths were utilized to supply scientific and pedagogical resources. Investment in the partnership varied as the partnership progressed but was strongest when both partners felt as though their individual contributions were welcomed and appreciated. Successful partnership evolution and sustainability requires the blending of the K-12 and university cultures, mutual investment, and the fulfillment of basic partnership criteria.
DE: 0800 EDUCATION
SC: Education and Human Resourcese [ED]
MN: 2004 AGU Fall Meeting