Mentoring partnerships in science education.
Saved in:
| Title: | Mentoring partnerships in science education. |
|---|---|
| Authors: | Schwortz, Andria C.1,2 (AUTHOR) aschwort@uwyo.edu, Burrows, Andrea C.3 (AUTHOR), Guffey, Sarah Katie3 (AUTHOR) |
| Source: | Educational Action Research. Oct2017, Vol. 25 Issue 4, p630-649. 20p. |
| Subject Terms: | *Science education, *Action research, *Teachers' assistants, *College students, *Self-efficacy in students, *Secondary education, *Higher education, *Young adults |
| Abstract: | The authors use an action research (AR) approach in a collegiate studio physics class to investigate the power of partnerships via conferences as they relate to issues of establishing a student/mentor rapport, empowering students to reduce inequity, and the successes and barriers to hearing students’ voices. The graduate teaching assistant (TA, Author 1) conducted one-on-one conferences with 29 students, elicited student opinions about the progress of the course, and talked with faculty, TAs, and an undergraduate supplemental instructor for other sections of the course. At the end of the semester, the students reported increased knowledge of the TA as a person and as an instructor, andvice versa. Sixty-five percent of students reported no interest in changing circumstances to make it easier to talk about personal concerns with the TA. College students reluctantly voiced their opinions about the course, possibly due to the power structure of the classroom. Other TAs in the department expressed mostly disinterest in the project, while faculty members were interested in student learning but skeptical of student empowerment. A case study of one student is presented, wherein his attendance improved in the course and he received additional help outside class, both possibly as a result of the student/TA conferences. Students in this studio physics section were more likely to interact directly with faculty or TAs during lectures, but less likely to do so during lab sessions, than were students in a non-studio physics section. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 124974301 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Mentoring partnerships in science education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Schwortz%2C+Andria+C%2E%22">Schwortz, Andria C.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> aschwort@uwyo.edu</i><br /><searchLink fieldCode="AR" term="%22Burrows%2C+Andrea+C%2E%22">Burrows, Andrea C.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Guffey%2C+Sarah+Katie%22">Guffey, Sarah Katie</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Action+Research%22">Educational Action Research</searchLink>. Oct2017, Vol. 25 Issue 4, p630-649. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers'+assistants%22">Teachers' assistants</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The authors use an action research (AR) approach in a collegiate studio physics class to investigate the power of partnerships via conferences as they relate to issues of establishing a student/mentor rapport, empowering students to reduce inequity, and the successes and barriers to hearing students’ voices. The graduate teaching assistant (TA, Author 1) conducted one-on-one conferences with 29 students, elicited student opinions about the progress of the course, and talked with faculty, TAs, and an undergraduate supplemental instructor for other sections of the course. At the end of the semester, the students reported increased knowledge of the TA as a person and as an instructor, andvice versa. Sixty-five percent of students reported no interest in changing circumstances to make it easier to talk about personal concerns with the TA. College students reluctantly voiced their opinions about the course, possibly due to the power structure of the classroom. Other TAs in the department expressed mostly disinterest in the project, while faculty members were interested in student learning but skeptical of student empowerment. A case study of one student is presented, wherein his attendance improved in the course and he received additional help outside class, both possibly as a result of the student/TA conferences. Students in this studio physics section were more likely to interact directly with faculty or TAs during lectures, but less likely to do so during lab sessions, than were students in a non-studio physics section. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=124974301 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09650792.2016.1221838 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 630 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Action research Type: general – SubjectFull: Teachers' assistants Type: general – SubjectFull: College students Type: general – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Higher education Type: general – SubjectFull: Young adults Type: general Titles: – TitleFull: Mentoring partnerships in science education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Schwortz, Andria C. – PersonEntity: Name: NameFull: Burrows, Andrea C. – PersonEntity: Name: NameFull: Guffey, Sarah Katie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 09650792 Numbering: – Type: volume Value: 25 – Type: issue Value: 4 Titles: – TitleFull: Educational Action Research Type: main |
| ResultId | 1 |
