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Effect of STEM Faculty Engagement in the Math and Science Partnership Program

机译：STEM教师参与数学与科学合作计划的影响

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摘要

The article explores the effect of the engagement of university science, technology, engineering, and mathematics (STEM) faculty in the Math and Science Partnership program. The findings suggest that K-12 teachers benefited from the engagement in terms of improved approaches to teaching and learning, increased knowledge of subject matter content, and increased confidence. STEM faculty benefited from new ideas about teaching and learning, insights into research, more knowledge of the K-12 education system, and a broader understanding of education overall. Student achievement also improved, although direct attribution to faculty involvement is somewhat unclear. Furthermore, in the short run at least, it appears that few benefits extend beyond those faculty who are direct participants, and few systemic changes have been made in institutions of higher education systems.
机译：本文探讨了大学科学，技术，工程和数学（STEM）教师参与“数学与科学合作计划”的影响。研究结果表明，K-12教师受益于这种参与，其中包括改进教学方法，增加对主题内容的了解以及增强自信心。 STEM老师受益于关于教学的新思想，对研究的见识，对K-12教育系统的更多了解以及对整体教育的更广泛理解。学生成绩也有所提高，尽管尚不清楚教师是否直接参与其中。此外，至少在短期内，似乎没有什么好处可以扩展到那些直接参与的教师之外，并且在高等教育系统的机构中也没有进行过任何系统的改变。

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