Mentoring Partnerships in Science Education
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| Title: | Mentoring Partnerships in Science Education |
|---|---|
| Language: | English |
| Authors: | Schwortz, Andria C. (ORCID |
| Source: | Educational Action Research. 2017 25(4):630-649. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2017 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DUE1339853 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Mentors, Action Research, Science Education, College Science, Physics, Partnerships in Education, College Students, Teaching Assistants, Meetings, Student Empowerment, Teacher Student Relationship, Barriers, Power Structure, Surveys, Pretests Posttests |
| DOI: | 10.1080/09650792.2016.1221838 |
| ISSN: | 0965-0792 |
| 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, and "vice 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. |
| Abstractor: | As Provided |
| Number of References: | 41 |
| Entry Date: | 2017 |
| Accession Number: | EJ1153976 |
| Database: | ERIC |
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| 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, and "vice 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. |
|---|---|
| ISSN: | 0965-0792 |
| DOI: | 10.1080/09650792.2016.1221838 |
