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MSPnet Partnership Papers: A Review

Partnerships are at the heart of the MSP program's implied theory of action, so it is to be expected that the "partnership-driven" key feature should receive some careful examination from MSP scholars. What kinds of partners should make up an MSP? What contributes to a successful partnership, and what do we mean by "success"? How are partnerships maintained in good health, and returned to health when trouble comes? What makes for sustainable partnerships? MSPnet's library contains studies of many kinds addressing these and other questions.

A search for "MSP Papers" and "Partnership-Driven" in mid-August, 2010 returned 68 items. One had been contributed in 2004, when most of the partnerships were still getting underway; 10 have been contributed so far in 2010 (as of Aug 19). The largest number of papers were contributed in the years 2005-8 (a total of 51 papers), and of these, 16 were presented at the MSP evaluation summits, the most important single source for such studies. The RETAs contributed several papers to these summits, and 8 others in addition. Counting the MSP Evaluation Summit papers and presentations to the Learning Network meetings, as of the end of January MSPs had contributed 31 conference presentations dealing at least in part with partnerships. Non-MSP conferences included AERA (4), NARST (2), AACTE, and American Society for Engineering Education. In addition, two papers in our library had appeared in peer-reviewed journals which allowed us to post them on the site.

The library entries for the most part are of three kinds: [1] papers exploring the literature and theory of partnerships, especially as they relate to systemic education reform; [2] papers that analyze specific elements of a partnership (e.g. the impact of STEM IHE faculty within a partnership, or the effects of participation in an MSP on STEM faculty); and [3] papers that examine the dynamics of whole MSPs, that is, taking into consideration all the major players and interactions within these large and complex efforts. Space does not allow a systematic review of all the pieces in this growing collection, but I want to mention a study or two in each category which I found particularly interesting. (NOTE: Appended to this little essay is a bibliography of the MSPnet library's holdings on this topic, including the abstracts, so that you can browse through the collection for items of particular interest to you.)

[1] Papers exploring the literature and theory of partnerships Several of the papers include literature reviews and theoretical frameworks. I found two of particular interest, however.

K-20 Partnerships: Literature Review and Recommendations for Research, by M. Clifford and S Millar

This report, produced for the SCALE project, is a very useful literature review of 74 studies of partnerships relating to K-20 education, from which the authors analyzed 36 in depth (the study explains their selection criteria). I find their report particularly useful for MSPs, especially those early in their development, or otherwise in a position to undertake careful research on their partnership, because their analysis identifies criteria necessary for such research if it is going to really enrich the field. They write, "While the sample size of this literature review places limits on the findings, the review provides evidence that research in this area is just beginning to describe the roles K-20 partnerships can play in student learning, teacher quality, and educational systems improvement, and is not well positioned to build associations between partnership processes, programs, and outcomes." They discuss methodological issues with the studies they examined, and outline several areas in which further research might be particularly useful. A paper complementary to Clifford and Millar's comes from a RETA project designed to explore models of partnership within the MSP program. This is Finding value and meaning in the concept of partnership by Kingsley and Waschak (presented at the MSP evaluation summit of 2005).

This paper is a good starting point for anyone reading about partnerships, or designing research of their own about their MSP. The authors used a method based on the Delphi process to explore what MSPs might mean by "partnership." They found 4 general conceptualizations of partnerships. Each is treated in the organizational literature, and each will generate its own culture, patterns of expectation, typical "deliverables," and methods for evaluating success. The two most common among participants in their study were the "process based" and "agreement based" models.
  • A process-based model, espoused by about 2/3 of the participants in the study, sees the partnership as emerging from "a collaborative working relationship in which each partner respects the expertise of the other. The partners plan together and work together to achieve mutual goals, sharing information and decision-making responsibilities."
  • An agreement-based partnership, articulated by around 1/3 of participants, is seen as "an agreement made by individuals on behalf of their respective organizations, to define joint goals that will likely improve science/math teaching and learning in the region and to commit resources toward reaching the common goal." "A mutual agreement among partners to achieve specific goals. Each organization has identified clear roles of responsibility and is accountable for carrying out these activities and responsibilities."

Two other models, very much in the minority in the study, were the entity-based, which conceptualizes a partnership as a relationship of discrete entities, each with its own mission, collaborating in an area in which their missions overlap. Finally, there was the venue-based model, which sees a partnership as providing the opportunity "to bring together individuals often with diverse multiple expertise and with similar interests to address issues of importance to the partners in their endeavor to enhance STEM initiatives."

[2] Papers that analyze specific elements of a partnership

Many of the entries in our library address how a partnership supports change of practice or self-conception in one or some of the constituencies, and they are all of interest. By far my favorite, however, is a little report on the Appalachian MSP, produced by Inverness Associates. While Inverness provides other reports on AMSP, I recommend as a starting place Appalachian Math Science Partnership: A multi-state umbrella partnership promoting local mathematics and science reform -- CLOSE UP PAPERS."

This consists of several "mini reports" on different aspects of the AMSP, and is informed by a deep understanding of the ins and outs of systemic reform, so that the brief reports are concrete, comprehensive, and yet theoretically grounded. Perhaps most interesting is the description of the ways that the Regional Coordinators facilitated partnership activities, and strengthened the partnerships (close-up I), and Close-up III, on the Partnership Enhancement Program: A Strategy for Supporting Locally Designed Partnerships, which describes an imaginative mini-grant program through which local partnerships could expand their impact in ways reflective of local needs and district cultures. I finished my first reading of this CLOSE-UP impressed and encouraged by the story, and wanting to hear more.

[3] Papers that examine the dynamics of whole MSPs These are necessarily less frequent than the papers in category [2], but it is to be hoped that they will grow in number as the years wear on, and the earlier cohorts finish their work. The study of the MSP of Southwest Pennsylvania is an excellent, not to say stimulating example. Math Science Partnership of SW PA: Measuring progress towards goals, by Pane et al., from the RAND monograph series.

This is a general study of the SWPA MSP, but starting on pg 53 there is a very interesting chapter on partnership development. The authors draw on the Kingsley and Waschak paper referred to in S1 above, and use it among other references to explore how the MSP developed, how it defined the successful development of a sustainable partnership, and how it had achieved some of the elements necessary for success. The project operationalized this goal in various ways, and the report (from 2009, so written while the project was still under way) addresses three: [a] the development of partnerships, [b] changes in institutional policies and practices, and [c] implementation of challenging courses, by means of the revision of IHE courses. The report tests the usefulness of the Kingsley-Waschak model, finding that the "process based" model is more or less the reigning understanding of partnership in SWPA, and then explores specific processes by which the partnership (and some component sub-sets) have emerged over the course of the project. This is an interesting and elegant study, and it is well worth reading the prior 52 pages to reach it! _____________________________________________________________
Below you will find a dynamically generated list of papers authored by the MSPs related to Partnerships:
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78 documents as of 01/18/2020

K. Alligood, P. S. Moyer-Packenham, P. Granfield (2009). Research Mathematicians' Participation in the MSP Program. Journal of Educational Research and Policy Studies.
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Abstract: The purpose of this study was to examine the involvement of higher education STEM faculty in disciplinary departments with pre-K-12 public schools. In particular, the study focused on 15 nationally funded awards, targeted at education in mathematics, in the National Science Foundation's Math and Science Partnership (NSF MSP) Program. One important goal of the MSP Program is to further cultural change in the STEM departments. Other studies have analyzed the effectiveness of efforts to engage STEM faculty in education activities; however, the groups studied previously included those faculty whose primary research field was STEM education. Taking the view that achieving cultural change in disciplinary departments may require an attitudinal shift among disciplinary research faculty, this analysis selected only the faculty group self-identified as "mathematics researchers" for study. Various research questions were pursued, including: How many mathematics researchers have participated in these projects; How many have worked directly with pre-K-12 teachers; How directed are they toward management activities; What is their tenure status; and, How have partnerships with a high rate of participation by mathematics researchers achieved this goal? The findings show that those projects with a high percentage of involved mathematics researchers are likely to be those with a large total number of participants. Results also indicated that mathematics researchers were more likely to be engaged directly in activities with pre-K-12 teachers, and less likely to be engaged in management activities, than other faculty participants in the projects.
Elijah Andrews, Alexandria Bufford, David Banks, Alicia Curry, Michael Curry (2014). STEM Modules: Developing Innovative Approaches to Enhance Student Learning. ASEE Gulf-Southwest Conference, 2014.
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Abstract: In order to increase the pool of students pursuing science degrees at higher educational levels, it is imperative that we expose students to high quality STEM education at early stages. Hence, it is critical that higher-ed and secondary systems partner to develop science materials that will transcend the traditional barriers (access to proper materials, restricted time periods, science equipment, etc.) that are limiting STEM learning within the early learning settings. To that end, through a NSF funded Math and Science Partnership grant, which provides funding for creating partnership among various Alabama schools and universities, we have developed several hands-on STEM modules that use various innovative approaches to expose students to various science concepts. To measure student learning, a pre-test and post-test were given before and after implementation of the STEM Module, respectively, within the middle school classroom. Data collected before and after implementation of the modules revealed that students' knowledge of STEM concepts dramatically improved after implementation of the STEM module activities. In addition, a "student-friendly survey" was given at the end of each module session to measure the clarity and impact of all module activities on students' perception towards module learning.
Lindsay Augustyn, Jim Lewis, Wendy Smith, Ruth Heaton, Michelle Homp (2015). NebraskaMATH Final Report. online website at UNL.
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Abstract: Over the past six years, the $9.3 million NSF-funded NebraskaMATH grant has impacted more than 700 teacher leaders across the state. The NebraskaMATH Final Report, published in 2015, showcases the scope of the grants three core programs, Primarily Math, New Teacher Network and Nebraska Algebra, as well as the programs that grew from them. The report tells some of the stories of NebraskaMATH and its impact on mathematics teaching and learning in Nebraska.
Matthew Clifford, Susan Millar (2005). Organizational Mapping: The form and function of a K-20 partnership for improvement of mathematics and science teaching. Working Paper.
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Abstract: "SCALE is a five-year project, and thus it provides us with an excellent opportunity to examine partnerships as they develop. SCALE's proposal writers included a longitudinal organizational analysis study with formative and summative components as part of the partnership's research and evaluation plan. Our research asks the following broad questions about the SCALE partnership: 1. Why do particular structures, functions, and people come to work within the SCALE partnership? 2. How do leaders organize people and tools to accomplish partnership goals, as stated in the formal initiating documents? This paper particularly addresses the second research question by describing how the partnership, as an organization, has been positioned to meet its goals. In describing the structures, functions, and people actively engaged in SCALE, we introduce "organizational mapping" as a method of census-taking, which provides a partial representation and understanding of the partnership."
Matthew Clifford, Susan Millar (2007). K-20 Partnerships: Literature Review and Recommendations for Research. SCALE Working Paper.
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Abstract: Federal programs, such as the National Science Foundation's Math and Science Partnership program, are promoting partnerships between K-12 school districts and higher education institutions (K-20 partnerships) in hopes of fostering greater alignment and cooperation among participating institutions and pooling resources to address persistent problems associated with poor student performance. To identify what is known about K-20 partnerships and assess the rigor of the available research, the authors undertook a literature review. They identified 36 research articles that met preestablished selection criteria, reviewed all articles, and conducted an analysis of the literature. The analysis addresses the following questions: (a) What inquiry methods have been used to study K-20 partnerships, and what is the rigor of the methods? (b) How is partnership defined? and (c) What do we know about the formation, process, and results associated with partnerships? The authors conclude that the K-20 partnership literature lacks methodological rigor and scope, that partnership is almost always inadequately defined, and that the research about how K-20 partnerships form and function and what they achieve contains significant gaps. Despite these weaknesses in the literature, a strength is that multiple, independent qualitative researchers working with a grounded approach and in different contexts arrived at similar conclusions about factors associated with the success and failure of partnerships. The authors recommend that future research articles begin with a clear definition of the term partnership, build upon and extend available research through replication studies and diversification of samples, pay closer attention to the contexts in which K-20 partnerships operate, and include findings on how K-20 partnerships form and function.

Note that the database used in this paper may be accessed at the following link: ?site=013811151650800000/RWWS2A1323965/ Education_Partnership_Literature_Review

Linda Clinard (2009). Early Childhood Educators Become Collaborative Leaders Integrating and Implementing Math, Science, and Literacy Strategies with Children and Families. UC Irvine-Center for Educational Partnerships-FOCUS! Project.
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Abstract: The 2003-2007 "PreKindergarten/ Kindergarten FOCUS! Science, Mathematics, and Reading Training Schools (SMARTS) Leadership Institute" (PreK/K FOCUS!SMARTS) was a unique component of the University of California-Irvine FOCUS! (Faculty Outreach Collaborations Uniting Scientists, Students, and the Schools) project, funded by the National Science Foundation (NSF) in 2002. A major goal of the UCI FOCUS! project was to address the national challenge to improve the quality, quantity and diversity of the teacher workforce in mathematics and science through a partnership joining the efforts of teachers and administrators in three PreK-12 school districts in Southern California collaborating with university Science, Technology, Engineering, Mathematics (STEM) faculty and staff and professional development leaders in the UCI Center for Educational Partnerships. This paper highlights professional literature and research documents which emphasize the importance of integrating science, math, and literacy in PreK-12 learning environments. Content, resources, early childhood leaders, and researchers introduced during the four years of the PreK/K FOCUS!SMARTS Leadership Institute are highlighted. Six former participants share reflections demonstrating how Key Features of the National Science Foundation Math Science Program were addressed: (1) Partnership-driven; (2) Teacher Quality, Quantity, and Diversity; (3) Challenging Courses and Curricula; (4) Evidence-Based Design and Outcomes; (5) Institutional Change and Sustainability. "Other Lessons Learned: Parent Involvement" and "Next Steps" provide suggestions for educators, community leaders, and policymakers to consider in future planning.
William Clune (2005). District Case Studies Evaluation Design. Working Paper.
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Abstract: This paper discusses the design of the case studies of the effects of the SCALE partnership on district policy and organization. (See Appendix A. for an overview of SCALE). Part I discusses the SCALE theory of action -- how the partnership goes about producing change -- which then becomes the focus of evaluation. Part II discusses research methods. But first what are the case studies?

The case studies are intended to study the effects of SCALE on district policy and organization, especially instructional guidance. (See Appendix A. for description of the SCALE research and evaluation). This is an area "downstream" from the focus of the Building a Partnership (BP) team, which examines partnership dynamics and the formation of partnership initiatives. And it is "upstream" from the focus of targeted studies and indicators, which examine outcomes of SCALE interventions on instruction and student achievement. Like BP, the case studies use mainly qualitative methods in tracking organizational change and dynamics, but like targeted studies and indicators, they are mainly concerned with effects inside the partner school districts."

The paper and its accompanying slides are both available in PDF format. Click on the file links above.

William H. Clune (2009). District-Wide Reform of Mathematics and Science Instruction: Case Studies of Four SCALE Partner Districts. SCALE MSP Working Paper.
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Abstract: This paper is a synthesis of case studies of four districts that implemented multifaceted reforms aimed at offering rigorous instruction in mathematics and science for all students. The districts-urban or urbanizing and ranging in size from medium to very large-were partners with three universities in System-wide Change for All Learners and Educators (SCALE), a National Science Foundation (NSF)-funded Math and Science Partnership (MSP) project. Rigorous instruction for all students requires depth and breadth of impact. To achieve these ambitious goals, the districts adopted and adapted a combination of policies (formal and informal) under a common theory of action jointly articulated and developed by and for the partnership.
This paper describes the partnership, the common theory of action, evaluative criteria derived from the theory, implementation in each district, and the effectiveness of the reforms measured against the theory of action. The paper concludes by suggesting models for effective district policy in other districts.
Directorate for Education and Human Resources (2007). National Science Foundation Impact Report on Math and Science Partnership Program. NSF.
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Abstract: "The National Science Foundation (NSF) has released its first national impact report assessing the NSF Math and Science Partnership (MSP) program, which was established in 2002 to integrate the work of higher education with K-12 to strengthen and reform mathematics and science education. The document reports progress on improving teacher quality, quantity and diversity; developing challenging courses and curricula; emphasizing evidence-based design and outcomes; and promoting institutional change. It highlights examples of partnerships at all levels of education in communities across the country, and outlines impacts on student proficiency and benefits of professional development for teachers."
Directorate for Education and Human Resources (2010). National Impact Report: Math and Science Partnership Program. National Science Foundation.
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Abstract: Strengthening America by advancing academic achievement in mathematics and science
"The National Science Foundation (NSF) has released its second national impact report for the NSF Math and Science Partnership (MSP) program, which was established in 2002 to integrate the work of higher education with K-12 to strengthen and reform mathematics and science education. The document identifies progress on improving teacher quality, quantity and diversity; developing challenging courses and curricula; emphasizing evidence-based design and outcomes; and promoting institutional change. The report highlights examples of partnerships at all levels of education in communities across the country, and includes examples of positive impacts for students and benefits of professional development for teachers." Related Document: MSP Impact Report, Jan. 2007
Barbara Duncan (2008). Examining AMSP Partnerships: Increasing Capacity for Distributed Leadership. AMSP Research Project.
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Abstract: The AMSP has funded more than 50 Partnership Enhancement Program grants as a means of initiating and furthering partnerships between K-12 and higher education institutions working to address local mathematics and science education challenges. The purpose of this study was to analyze the effect and activities of 10 PEP awards during 2005-06 in terms of leadership and overall structural characteristics that lead to successful outcomes. The underlying hypothesis of this study is that "distributed" leadership, that is, leadership responsibilities that are shared across institutional levels, provides an ideal structure for promoting and encouraging teacher leadership and successful university-school partnerships.
Anthony Durante, Eric Fuchs (2007). What the College Teachers Learned from High School Teachers in MSP. MSP in NYC.
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Abstract: Two faculty members share how their own pedagogical practice has shifted after spending two summers working with high school teachers as part of the MSP in NYC project. The authors explain how they have started to take learning goals into consideration as an integral part of lesson planning.

..."We now think about student learning explicitly. We now use a new methodology (new to us) that provides us, instructors, with a starting point to plan or to re-evaluate a course from the learner's perspective. This methodology requires us to prepare and conduct our lessons in a manner we had not used at the college level."
Penelope Earley, Patricia Maloney, Luz Mangurian, Richard Millman (2006). Making Good on Our Word: STEM Faculty and K-16 Partnerships. 2006 ASHE Annual Meeting.
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Abstract: For the last quarter century, the focus on education reform has been directed at the K-12 sector. With the 1998 reauthorization of the Higher Education Act and the 2002 reauthorization of the Elementary and Secondary Education Act (the so-called No Child Left Behind Act), policy and legislation has turned to the role of postsecondary education as a lever for school reform. In conjunction with demands for improved teacher preparation, a number of organizations have issued public calls for colleges and universities to increase the number of science, technology, engineering, and mathematics (STEM) graduates to combat a perceived loss in U.S. technological and scientific expertise (Cordova, 2006; National Academies, 2005; Business Higher Education Forum, 2005).

One major response to these demands is the National Science Foundation (NSF) Math Science Partnerships (MSP) program, which has provided $600 million for institutions to create and sustain partnerships between K-12 and higher education to improve STEM teaching and learning in both K-12 and higher education. Symposium presenters include two STEM faculty involved in MSPs, a policy scholar involved in research on alignment and teacher preparation, and a researcher with the NSF-funded Change and Sustainability in Higher Education (CASHE) project (National Science Foundation, 2005).

Objectives Presenters will share experiences and research on advances in policy and practice resulting from the NSF MSP initiative, including the challenges of defining and maintaining partnerships across distinct educational sectors; the roles involved in creating and sustaining curricular changes that align with local, state, and disciplinary standards; the nature of university reward systems, and the challenges of managing partnerships for change within and across different types of IHEs.
Reuben Farley, William Haver, Loren Pitt (2005). Financial Support for Mathematics Specialists' Initiatives in Virginia. The Journal of Mathematics and Science: Collaborative Exploratio.
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Abstract: In this paper, the authors outline the financial support and structure that will enable university faculty and school system administrators and teachers to establish Mathematics Specialists in school systems across Virginia. Support from both corporate and federal/state grants will support programs to train and place Math Specialists in schools, and will also fund research to prove that well-prepared, school-based Mathematics Specialists will lead to major gains in student learning.
Abstract: Logged in members: view full text at Guests: see note below abstract. "As leaders in higher education, industry, and government bemoan the limited academic success of students in science, technology, engineering, and mathematics (STEM), many practices of academe impede the ability of college and university faculty to address the issues. Consistent with barriers to community-engaged scholarship in general, STEM faculty engagement in elementary and secondary schools (K-12) can be undermined, for example, by (i) low status accorded to STEM education research and publications, (ii) a zero-sum view of faculty time allocation (e.g., K-12 engagement means time away from work more highly rewarded during promotion, tenure, and merit review), and (iii) bureaucracies that hinder collaboration between STEM faculty and K-12 teachers and administrators."

NOTE: This resource is published on the Science web site. The link above will take you to an abstract page. To view the full-text for this article, you will need to either sign-in to Science with the appropriate membership or purchase this article.

Brooke L. Grant, Xiufeng Liu, Joseph Gardella (2013). Supporting the Development of Science Communication Skills in STEM University Students: Understanding their learning experiences as they work in middle and high school classrooms. International Journal of Science Education, Part B.
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Abstract: "This paper examines the roles that 52 university Science, Technology, Engineering, and Mathematics (STEM) students play in an Interdisciplinary Science and Engineering Partnership that connects several middle schools, high schools, institutions of higher learning, businesses, and community institutions. It also examines the support these students feel are necessary to be successful in their roles, as well as what they feel the experience has taught them about science communication. Results from both qualitative and quantitative data, including surveys, interviews, observations, and artifact collection indicate that the most common experiences that the students had in the schools were assisting teachers in conducting labs, leading small group activities/discussions with students in class, demonstrating scientific content, procedures, tools, and techniques, and assisting teachers in teaching lessons. Most students felt these activities benefited their ability to work as a team, lead a team, facilitate group discussions, teach STEM concepts and methods, and generate others' interest in STEM research and activities. However, it was found that some tasks that the students were involved in provided more of a chance to practice their science communication skills than others. In order to be successful in these roles, nearly all of the students felt that support from the classroom teacher they were working with was necessary."
William Haver (2009). The Journal of Mathematics and Science Special Issue: MSP Institutes. Journal of Mathematics and Science.
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Abstract: The Mathematics and Science Partnership (MSP) Institutes supported by the National Science Foundation's MSP program are designed to provide high quality professional development to the participating teachers. Perhaps more importantly they serve as models and standards for professional development nationwide and conduct research on effective and innovative ways to increase teachers' content and pedagogical content knowledge and to improve student learning. The work of the Institutes is being disseminated through the MSPnet, and it is anticipated that at the conclusion of each project the research findings will be described in scholarly publications. In addition, we believe that the publication in this Special Issue of the "Journal of Mathematics and Science: Collaborative Explorations" of refereed papers describing work in progress and preliminary research findings will have great value to the field.
Ruth Heaton, Jim Lewis (2011). A Mathematician- Mathematics Educator Partnership to Teach Teachers. Notices of the AMS.
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Abstract: "The key to improving K-12 mathematics education is to build teachers' mathematical and pedagogical knowledge, and the need is not limited to the context of preparing future elementary teachers. Many current K-12 teachers have similar needs. The separate expertise of a mathematician and a mathematics educator, joined in a successful partnership, is the right foundation to support this kind of work. At Nebraska, our partnership has resulted in two large NSF grants for Math Science Partnerships (MSP), Math in the Middle Institute Partnership and NebraskaMATH."
Ruth Heaton, Jim Lewis, Michelle Homp, Steven Dunbar, Wendy Smith (2013). Challenging Yet Accessible Mathematics Courses for Middle Level Teachers. Resources for Preparing Middle School Mathematics Teachers.
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Abstract: This article describes three challenging yet accessible mathematics courses designed especially for middle school teachers and offered by the Department of Mathematics at the University of Nebraska-Lincoln (UNL). The descriptions found in this article are based on the courses as we have taught them as part of the Math in the Middle Institute Partnership (M2), a National Science Foundation Math Science Partnership (MSP) program that works with practicing teachers. As a grant funded MSP, we take seriously the responsibility to share information about our program and the courses we have created. Readers are directed to our web site for a wealth of information about our program and specifically to our course materials for a link to additional information about the courses described in this article as well as other courses that we offer.
Molly Hershey-Arista, Lisa Schiavo, Holly Bozeman, Gary Silverstein, Joy Frechtling (2013). Compendium of MSP MIS Data for Comprehensive, Targeted, and Institute Projects: 2002-03 Through 2010-11 School Years. Westat.
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Abstract: The Math and Science Partnership Management Information System (MSP MIS) presents annual findings from the MSP MIS for Comprehensive, Targeted, and Institute MSP projects for 2002-03 through the 2010-11 school years. Key Findings include: - What organizations were involved in the MSP program? - What were the contributions of the individuals involved in the design and delivery of MSP activities? - What MSP activities were targeted to IHE recipients? - What MSP activities were targeted to K-12 recipients? - What challenges did MSP projects face?
Matthew T. Hora (2007). Analyzing Cultural Processes in Higher Education: STEM and Education Faculty Collaboration in Teacher Education. AERA.
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"The lack of coordination between STEM and education faculty in teacher preparation is viewed as a crucial breakdown in the system of teacher education. This paper describes findings from a qualitative case study of one Institution of Higher Education (IHE) participating in System-wide Change for All Learners and Educators (SCALE), an NSF-funded Math & Science Partnership project. This research is an embedded case study of a comprehensive university on the West Coast, which employed a grounded theory approach to analyzing interview (N=41) and document data, a framework for Educational Culture Process Analysis, and causal network analysis. At this IHE, bifurcated state regulations and IHE programs governing teacher preparation, differences between STEM and education faculty's ownership of teacher preparation, and strained relations characterized by stereotypes, interacted to create an institutional context that was generally unfavorable. In this context, SCALE created five new opportunities for STEM and education faculty to interact, including a series of professional development workshops led by an education faculty who deftly negotiated STEM faculty concerns that they would be "told how to teach" and given tools that were poorly suited to their courses. Through these interactions SCALE was successful in fostering a nascent "community of practice" of STEM and education faculty, influencing some STEM faculty's pedagogical practices and their perspectives regarding the value of pedagogy and educational research, and changing some structural elements of the teacher preparation program. However, SCALE was unable to influence several factors that invariably shape individual practice and group meaning systems, and continued opportunities for interaction into the future will be needed for this emerging network to become a factor that effectively fosters long-term institutional change."
Matthew T. Hora (2007). Factors Influencing Change Initiatives to Improve K-20 STEM Education at California State University, Dominguez Hills: Final Case Study of SCALE Activities. SCALE Working Paper.
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Abstract: "Institutions of Higher Education (IHE) play an important role in math and science education by providing undergraduate instruction, operating teacher training programs, and providing in-service training for K-12 teachers. The National Science Foundation funded System-Wide Change for All Learners (SCALE) project sought to effect change in its partner IHEs by creating a "transformative culture" in IHEs through the creation of "cross-cultural working teams" that worked at the intersections among K-12 districts, colleges of education, and colleges of mathematics, science, and engineering (SCALE, 2005). As part of the SCALE IHE Case Studies line of work, this document provides findings on the effects of the SCALE project, along with the Department of Education-funded Quality Educator Development (QED) project, at the California State University, Dominguez Hills (CSUDH) between May 2004 and May 2007. This case study includes two inter-related accounts of SCALE/QED activities: (a) evaluation findings for each of the SCALE/QED activities undertaken at CSUDH, and (b) exploratory analysis of how specific aspects of the institutional context influenced SCALE/QED activities."
Matthew Tadashi Hora (2008). Using cultural models to understand faculty sense-making processes within the structural and socio-cultural context of a comprehensive university. AERA.
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Abstract: "Research on reform implementation in both higher education and K-12 has found that policy directives are frequently adapted and transformed by individual agents at the local school or IHE level (Coburn, 2001; Spillane et al, 2002). The process of interpreting policy interventions and adapting them to one's own local situation is sometimes called sense-making, where institutional actors "make sense" of their environment and select appropriate actions. ...

This paper addresses these issues by integrating cultural model theory from cognitive anthropology into an evaluation design, in order to understand the specific constituent elements of the social and cultural context of teaching, and how they shape the tacit understandings of IHE faculty or K-12 teachers. The research described here is based on an exploratory analysis of the National Science Foundation-funded System-Wide Change for All Learners (SCALE) project's activities at a West Coast comprehensive university between 2004 and 2007. This project is part of the NSF Math & Science Partnership program."
Matthew T. Hora, Susan B. Millar (2007). Preliminary Case Study of SCALE Activities at the California State University, Northridge. SCALE IHE Case Study.
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Abstract: This report of the NSF-funded SCALE Institutions of Higher Education (IHE) Case Studies line of work provides preliminary findings about SCALE activities at the California State University, Northridge (CSUN). This interview-based study focuses on the structural and behavioral dynamics influencing the implementation of the four core SCALE strategies for effecting change in IHEs: (1) improve science, technology, engineering, and mathematics (STEM) undergraduate education; (2) improve collaborations between STEM and education faculty regarding pre-service programs; (3) improve collaborations between IHE faculty and K-12 districts regarding in-service training; and (4) improve institutional policies and practices at the IHE level that support faculty engaged in pre- and in-service activities. The case study methodology used attends closely to the diverse contexts that influence individual faculty practice within an IHE and analyzes observed program effects and outcomes in light of these contexts. Preliminary findings indicate that through summer professional development institutes that are co-constructed and co-facilitated by IHE faculty and K-12 personnel, SCALE is expanding upon and enhancing existing reform efforts underway at CSUN. Through the science immersion institutes and the math institutes for LAUSD teachers, SCALE is engaging STEM faculty in both learning and modeling inquiry-based pedagogy. Moreover, by actively training STEM faculty in these pedagogical methods, SCALE is beginning to influence participating faculty's conception of their own teaching and of K-12 issues. Another preliminary effect of SCALE was to further develop and foster a cohort of STEM disciplinary faculty who are engaged in pedagogical reform and K-12 education. The effects of a cohort of like-minded colleagues also include providing faculty with the benefits of professional networks and resources. While these changes cannot be attributed to policy change, both respondent testimony and related research findings indicate that the presence of collegial support and professional communities is a crucial aspect of institutionalizing a "culture" of reform. Despite the reform-ready atmosphere at CSUN, there remain significant institutional barriers to improving STEM instruction that may limit the ultimate efficacy of SCALE and similar efforts. The high teaching load at CSUN and an increasing pressure to conduct research and publish scholarly articles make participation in "service" activities such as SCALE challenging. Other factors that may inhibit the long-term efficacy of SCALE include the limited number of STEM majors, a complex regulatory atmosphere regarding teacher certification and professional development in California, and contentious faculty relations within and between some CSUN departments.
Matthew T. Hora, Susan B. Millar (2008). A Final Case Study of SCALE Activities at UW-Madison: The Influence of Institutional Context on a K-20 STEM Education Change Initiative. UW-Madison.
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Abstract: "This report of the NSF-funded SCALE Institutions of Higher Education (IHE) Case Studies line of work provides findings about SCALE activities at the University of Wisconsin-Madison (UW-Madison) between May 2003 and August 2007. Our methodological approach is to analyze the SCALE project through the lens of institutional culture, which enables us to situate the intervention within its local cultural context and thus to systematically observe the "black box" of reform implementation. This qualitative case study used a repeated cross-sectional design, and data included interviews, official university and SCALE documents, and observations of SCALE meetings. Non-random sampling procedures were used to identify 42 interview respondents, with whom 47 semi-structured interviews were conducted in early 2006 and late 2007. The interviews were analyzed using an inductive approach based on coding each transcript with a structured coding paradigm comprised of key elements of the cultural context of an IHE. Preliminary findings were constantly compared to other sources of data, and additional analytic procedures included causal network analyses, and an exploratory analysis of cultural models. The SCALE project at UW-Madison was comprised of 9 primary activities, involving 25 STEM faculty, 8 education faculty, 15 graduate students, and 14 academic staff as designers and implementers, and 867 K-12 math and science teachers as participants in professional development activities. Without measurable objectives with which to evaluate the SCALE project it is difficult to make a definitive statement about the relative success or failure of the project, but in light of the size and complexity of UW-Madison, the effects of the SCALE project must be considered modest. However, the SCALE project was successful in creating a small but noticeable shift in participant cultural models for teaching and learning, and the technical and social milieu in which they operate. Other outcomes include improving local K-12 teacher STEM pedagogical content knowledge, creating and reinvigorating inter-disciplinary committees focused on reforming pre-service curricula, and further developing a cohort of faculty and staff committed to STEM education. Limitations to this evaluation include a relatively small sample size and the lack of a longitudinal cohort due to respondent attrition, and rival explanations for the findings may include other non-SCALE factors that led to observed changes."
Matthew T. Hora, Susan B. Millar (2008). A Final Case Study of SCALE Activities at California State University, Northridge. SCALE Paper.
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Abstract: Institutions of Higher Education (IHE) play an important role in math and science education by providing undergraduate instruction, teacher training programs, and in-service training for K-12 teachers. The National Science Foundation-funded System-wide Change for All Learners and Educators (SCALE) project sought to effect change in its partner IHEs by creating a "transformative culture" through "cross-cultural working teams" that operated at the intersections among K-12 districts, colleges of education, and colleges of mathematics, science, and engineering (SCALE, 2005). The SCALE goals for IHEs are to: a) improve science, technology, engineering, and mathematics (STEM) undergraduate education; b) improve collaboration between STEM and education faculty regarding preservice programs; c) improve collaboration between IHE faculty and K-12 districts regarding in-service training; and (d) improve institutional policies and practices that support these activities. As part of the SCALE IHE Case Studies line of work, this document provides findings on the effects of the SCALE project at the California State University, Northridge (CSUN) between March 2005 and August 2007. Case studies of two other SCALE IHEs--the California State University, Dominguez Hills (CSUDH), and the University of Wisconsin-Madison (UW-Madison)-- have been produced. A cross-case analysis of the three IHE case studies will present a diagnostic approach to evaluating STEM education interventions in complex organizations.
DeAnn Huinker, Janis Freckmann (2009). Linking Principles of Formative Assessment to Classroom Practice. Wisconsin Teacher of Mathematics.
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Abstract: The Milwaukee Mathematics Partnership has been on a journey over several years in moving a large urban district toward implementation of formative assessment in mathematics. This article describes lessons learned and how those lessons lead to a more intentional approach in linking mathematics classroom practice to principles of formative assessment. The Partnership identified ten principles of formative assessment and have been using them as a basis for professional learning and conversations to implement school-wide practices that use assessment for learning.
DeAnn Huinker, Henry Kranendonk, Kevin McLeod, Kimberly Farley (2011). Milwaukee Mathematics Partnership Final Report. .
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Abstract: The Milwaukee Mathematics Partnership (MMP), a comprehensive MSP project, resulted in significant improvement in mathematics achievement for students in the Milwaukee Public Schools, with a substantial achievement gap reduction between the school district and the state. The University of Wisconsin-Milwaukee, Milwaukee Public Schools, and Milwaukee Area Technical College shared in the leadership for this student success as core partners to this unique collaboration among a large urban district, a four-year urban university, and a two-year technical college. The MMP final report (NSF Grant No. 0314898) includes a summary of project goals, activities, and findings. Also included are appendices on the MMP Continuum of Professional Work for Mathematics and an overview of the MMP Toolkit.
Shaik Jeelani, Mohammed Qazi, Carol Banks, Karen Boykin (2014). Tuskegee MSP - A Success Story. ASEE Gulf-Southwest Conference.
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Abstract: "A partnership consisting of institutions of higher education in Alabama, school districts in the state's Black Belt region, along with other organizations is actively working to improve science education in grades 6th-8th in these districts. The partnership is supported through an award by the National Science Foundation, under the Math and Science Partnership (MSP) program. It is led by Tuskegee University and consists of four doctoral granting institutions, five community colleges and ten school districts in the Alabama's Black Belt region, serving 82 science teachers and 8000 students in 6th-8th grades. A key activity is the development of NanoBio science-based course modules and 3-D simulation of science concepts by STEM and education faculty and master teachers for delivery in an inquiry-based setting in the partner schools. This paper describes the forging of the partnership, the interventions that are designed to address challenges in science education in the partner school districts, and the project's implementation and research framework."
Joan N. Kaderavek, Tamala North, Regina Rotshtein, Hoangha Dao, Nicholas Liber, Geoff Milewski, Scott C. Molitor, Charlene M. Czerniak (2015). SCIIENCE: The Creation and Pilot Implementation of an NGSS-based Instrument to Evaluate Early Childhood Science Teaching. Studies in Educational Evaluation.
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Abstract: This paper describes the development, testing and implementation of the Systematic Characterization of Inquiry Instruction in Early LearNing Classroom Environments (SCIIENCE). The SCIIENCE instrument was designed to capture best practices outlined in the National Research Council's Framework for K-12 Science Education as they occur within a science lesson. The goals of the SCIIENCE instrument are to (a) assess the quality of science instruction in PK-3 classrooms, (b) capture teacher behaviors and instructional practices that engage students in the lesson, promote scientific studies, encourage higher-level thinking, and (c) provide a feedback mechanism for guiding professional development of PK-3 teachers. Science educators can apply this instrument to teacher behaviors and use the data to improve classroom inquiry instructional methodology.
Paul Kehle, Dan Maki (2005). Implementing Comprehensive Multifaceted Professional Development:Lessons Learned from University and K-12 Partnerships. Indiana University.
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Abstract: With the support of a National Science Foundation (NSF) Mathematics Science Partnership (MSP) grant, Indiana University (IU) is currently in its third year of expanding a successful large-scale, middle school, professional development program to include elementary and secondary school mathematics teachers. Five distinct components work together to realize the partnership's goals: (1) elementary school professional development, (2) secondary school professional development, (3) middle school liaison-teacher leadership development, (4) administrator awareness, and (5) pre-service mathematics teacher education. This paper addresses conceptual and logistical challenges involved in such work, and shares our insights and strategies for meeting them. The challenges include participant recruitment, scheduling of in-service activity, compensation and/or continuing education credit, assessment of professional development, textbook adoption cycles, vertical articulation of content and pedagogy across all K-12 grades, administrator support, teacher leadership development, and resources for implementation.
Paul Kehle, Dan Maki, Anderson Norton, Dale Nowlin (2005). Design and Implementation of Linking Courses: Connecting College Mathematics with High School Mathematics for Pre-service Teachers. Indiana University.
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Abstract: A collaborative effort among the Indiana University (IU) Mathematics Department, the IU School of Education, and local high school mathematics teachers resulted in the design of four one-credit courses that undergraduates take in conjunction with courses in calculus, abstract algebra, mathematical modeling, and probability & statistics. The primary objective of these linking courses is to help undergraduate pre-service mathematics teachers make connections among the content of their undergraduate mathematics courses, the content and pedagogy of the grades 6-12 mathematics curriculum, and standards for K-12 mathematics education. We seek to cultivate a fuller, more relevant understanding of the deeper mathematical ideas contained in the undergraduate courses. Examination of the undergraduates' thinking about the concepts encountered in these courses leads to both content and pedagogical gains. This paper addresses the challenges, solutions, and pros and cons entailed in this approach to improving the quality of future mathematics teachers.
Gordon Kingsley, Dara O'Neil (2004). Performance Measurement in Public-Private Partnerships: Learning from Praxis, Constructing a Conceptual Model. Conference Presentation.
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Presentation given at the American Society for Public Administration 65th National Conference, Portland, OR, March 27-30, 2004

Gordon Kingsley, Michael Waschak (2005). Finding Value and Meaning in the Concept of Partnership. Evaluation Summit: Evidence-based findings from MSPs, Minneapoli.
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Abstract: "What is a partnership? This seemingly simple question evokes an astonishing variety of responses that can have profound implications for the formation, operation and outcomes of a partnership. In this study we develop a model of partnership with the goal of linking embedded partnership relations to educational outcomes. The academic literature around ideas of partnering leads to an organizational or community building view of partnerships. However, in an electronic Delphi panel conducted as part of the Georgia Tech Math Science Partnership (MSP) Research, Evaluation, and Technical Assistance (RETA) project, four distinct ways of conceptualizing partnership were found. Many respondents used entity-based conceptualizations in which the partnership is comprised of memberships, boundaries, and consists of formal and informal organizing structures designed to achieve specific functions. Other respondents used a process based conceptualization in which relationships are built up over time to enhance levels of trust and cooperation. A third group employed an agreement-based conceptualization with predetermined goals aimed at improving performance in science, technology, engineering, and mathematics (STEM) education. A final view was of partnerships as a venue or opportunity to interact. The findings are drawn from a four round electronic Delphi panel of 32 STEM education professionals who have experience working with and organizing math and science education partnerships that link universities and K-12 schools (as required under MSP)."
Jay Labov, Janet Garton, Nancy Shapiro, Patricia Maloney (2005). Using Formative Evidence And Formal Collaboration To Evaluate And Improve The Efficacy Of An MSP/RETA Project. MSP Evaluation Summit.
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Abstract: "The National Research Council and the National Science Resources Center have been awarded a three-year MSP/RETA grant for Facilitating Mathematics and Science Partnerships. The primary objective of this project is to provide a series of workshops that will assist ... in improving K-16 STEM education programs through the MSP initiative.
As part of the NRC's commitment to develop a summative evaluation, in addition to a formative evaluation for this project, our RETA project is collaborating with a University System of Maryland's (USM) MSP project that is looking broadly at how the knowledge and understandings gleaned from the MSP projects become embedded in the culture of higher education. The USM's CASHE (Change and Sustainability in Higher Education) project is examining institutional change in higher education that has come about as a result of the MSP national effort (see description below). Current plans for conducting this summative evaluation are detailed below."
James Lehman, Brenda Capobianco (2012). Creating Shared Instructional Products for Integrating Engineering Education in the Science Learning through Engineering Design (SLED) Partnership. Association for Science Teacher Education (ASTE) annual conferen.
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Abstract: "The goal of this paper is to examine the Science Learning through Engineering Design (SLED) Partnership, a unique math-science targeted partnership designed to support improved student learning and instructional practice for integrating engineering design in the elementary science classroom. We identify three critical features that support this partnership for creating shared quality instructional products. These features include: 1) shared problems across the system; 2) small tests of small changes; and 3) multiple sources of innovation. Information presented in this paper presentation includes: 1) an overview of the SLED Partnership (management structure, strategic vision, and implementation plan); 2) discrete examples of shared instructional products generated by all SLED partners (i.e. teachers, STEM faculty, and researchers); and 3) results from pilot testing of shared products."
James D. Lehman, WooRi Kim, Constance Harris (2014). Collaborations in a Community of Practice Working to Integrate Engineering Design in Elementary Science Education. Journal of STEM Education: Innovations and Research.
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Abstract: The new standards for K-12 science education in the United States call for science teachers to integrate engineering concepts and practices within their science teaching in order to improve student learning. To accomplish this, teachers need appropriate instructional materials as well as the knowledge and skills to effectively use them. This mixed methods study examined participants perceptions of a STEM education partnership project in which university faculty members and elementary school teachers collaborated to develop and implement engineering design-based materials in elementary science education. Quantitative survey results suggested that both university faculty members and participating school teachers demonstrated elements of collaboration characteristic of an effective community of practice, and qualitative data from open-ended survey responses and interviews identified the factors that participants viewed as important. Results suggest that collaborations among community of practice participants are important to the success of school-based STEM education reform initiatives like the one described here.
Josephine Louie, Pamela Buffington, Jennifer Stiles (2017). A Screencasting Strategy to Support STEM Learning in the Early Grades. Connected Science Learning.
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Abstract: "Data collected through interviews with Auburn educators, classroom observations, and student screencasts suggest that the screencasting strategy supported growth in students' mathematics learning. Following regular use of the strategy, partners observed students displaying stronger mathematical reasoning and metacognition, richer mathematical communication and discourse, and more flexible mathematical thinking that can transfer to everyday, out-of-school settings. The strategy also provided more equitable opportunities for students of all backgrounds to engage in rigorous mathematical tasks. All of these outcomes are aligned with learning goals from the CCSS Mathematics."
Bernard Madison (2011). Articulation Between School and College: A College Ready White Paper. .
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Abstract: "As stated in the College Ready proposal to NSF, 'much of the proposed work is aimed at improving articulation between school and college and building learning communities to enhance teacher preparation and student achievement.' This is a discussion of articulation, how the various aspects of articulation are related to College Ready work, and why much of that work aims at improved articulation."
Patricia A. Maloney (2007). Partnerships, Policy, and Educational Change: The Role of Mathematics and Science in K-16 Reform. Florida Journal of Educational Administration and Policy.
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Abstract: "Concerns about American competitiveness and innovation have led to increasing scrutiny of science, technical, engineering, and mathematics (STEM) education. Leaders in the higher education, business, and legislative communities have all issued calls for expanded opportunities and training in STEM fields to improve the skills of the U.S. workforce. Older arguments for change, including stronger alignment of K-12 and higher education curriculum and the overall reform of teacher preparation, are incorporated within these recent calls, and share similar policy and implementation challenges. This analysis identifies the National Science Foundation Math Science Partnerships program as an emblem of the challenges of engaging K-12 and higher education in major reform efforts within a dynamic policy environment."
Patricia Maloney, Penelope Earley, Luz Mangurian, Richard Millman (2007). Making Good on Our Word: STEM Faculty and K-16 Partnerships, AACTE Presentation. AACTE Annual Meeting.
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Abstract: "In K-16 partnerships, the National Science Foundation Math Science Partnerships provide substantial support to improve of teaching and learning in K-16 and higher education, highlighting evidence-based research to promote partnership."
Virginia Mathematics and Science Coalition Task Force (2005). Mathematics Specialists Task Force Report. The Journal of Mathematics and Science: Collaborative Exploratio.
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Abstract: "Efforts to support Teacher Specialist programs are taking root across the Commonwealth of Virginia as school divisions look for ways to raise student achievement by improving mathematics instruction. For the purposes of this report, we will define instruction as what teachers do. Instruction consists of the interactions involving teachers, students, and content. To frame our work and to guide our research we asked the question, "What interventions or deliberate efforts to improve instruction will be enhanced by a Mathematics Teacher Specialist, and what preparation is necessary to take on this role?"
David May, Danielle Susskind, Nancy Shapiro (2013). Faculty Grassroots Leadership in Science Education Reform: Considerations for Institutional Change, Culture, and Context. Creative Education.
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Abstract: "A multi-institution project was implemented with the goal of improving science education through redesigned courses, inquiry-oriented pedagogy, and outreach to public schools. We examined the nature of faculty grassroots leadership in science education reform in the four main higher-education partners of the project: a community college, a master's level university, and two different research universities. The main focus of the study was the interplay and role of top-down leaders in positions of authority (typically administrators) versus grassroots leadership among faculty and how these two converge and interplay to create organizational change. The convergence of bottom-up and top-down leadership is affected by institutional culture and context. Cross-comparative findings from the four cases are presented, including the context for change in each case, the role of administrative leadership on each campus, factors that either facilitated or hindered the emergence of faculty grassroots leadership, and the institutionalization and sustainability of these reforms. We then address the broader implications of the study with respect to understanding how grassroots leadership and traditional forms of authority and leadership can complement each other and facilitate organizational change. We contend that faculty grassroots leadership emerges on different campuses when there is sensitivity to the contextual differences. In particular, some attention needs to be given to the campus culture and the nature of faculty interactions at that site. The context for change at each institution and the role of administrative leadership and support shaped the conditions under which faculty grassroots leadership had emerged and, ultimately, the degree to which it was sustained over time. In addition, the faculty ownership of this project was essential to its success because, ultimately, the faculty needed to embrace the goals of curricular redesign and inquiry-oriented pedagogy for the desired institutional changes to be sustained."
Anne McClain, Dale Feldman, Lee Meadows (2007). Engineering Applications for Middle School Mathematics Education: Supporting an Inquiry-Based Classroom Environment. American Society for Engineering Education Conference.
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Abstract: "Engineering faculty at the University of Alabama at Birmingham are participating in a middle school mathematics partnership, involving nine school districts (administrators, teachers, parents) and higher education faculty at two universities, and the Mathematics Education Collaborative (MEC). The partnership promotes inquiry-based learning curricula modeled after the National Council of Teachers of Mathematics, Principles and Standards for School Mathematics. The engineering faculty contribution to the partnership lies in the connection of mathematics to real world applications and to users of mathematics within the framework of an inquiry-based middle school mathematics classroom. The engineering faculty have surveyed many existing science and engineering based problems and activities, both to determine what is available and how our local teachers might use them. A number of resources exist that provide real world examples applicable to middle school mathematics. In some cases these activities are presented in a format that is difficult for teachers to adapt to an inquiry-based pedagogy in a mathematics classroom. Resources are also available that provide applicationoriented problems in the form of word problems. These resources provide students with a connection to real world applications in their everyday lives and are supportive of inquiry-based practices. However, our local teachers wanted students to become more engaged in the problems by discovering how the mathematics is used to help solve critical problems in applications of interest. Engineering research and development relies on mathematics and covers many areas of interest for middle school students. Although many wonderful resources are available that provide educators with a connection between engineering, science, mathematics, and real world applications, there is a need for development in support of inquiry-based engineering application tasks for the middle school mathematics classroom. In this paper, available resources for engineering applications in middle school classrooms, inquiry-based pedagogy, and the need for engineering applications supporting inquiry-based mathematics education are presented. Development of the first new application task in this effort and feedback from middle school mathematics teachers are also briefly discussed."
Stephen Meyer, John Sutton (2006). Linking Teacher Characteristics to Student Mathematics Outcomes. MSP Evaluation Summit II.
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Abstract: "The Math in the Middle Institute Partnership (M2) is designed to improve K-12 student mathematics achievement by creating sustainable partnerships among individuals at each of the following entities: the University of Nebraska-Lincoln, regional Educational Service Units (ESUs), and local school districts. These partnerships are designed to educate and support teams of outstanding middle-level mathematics teachers (Grades 5-8) who will become intellectual leaders in their schools, districts, and ESUs. M2 is particularly committed to improving the capacity of rural teachers, schools, and districts. The design of M2 is grounded in evidencebased research on learning, teaching, and teacher professional development. M2 involves multiple cohorts of teachers, each of which consists of approximately 30 lead teachers.
...preliminary analyses suggest positive effects of participation in M2 on a range of teacher outcomes, including ratings of preparedness and confidence, philosophy of mathematics teaching and learning, instructional emphasis, use of assessment, and professional interaction among mathematics teachers. A handful of differences in outcomes were found for teachers from Lincoln Public Schools and those with different levels of undergraduate mathematics coursework and teaching experience. Analysis of student mathematics achievement data indicated both positive and negative effects of teacher participation in M2, which were small after controlling for a range of student characteristics. Examination of teacher-level factors that contributed to student achievement outcomes showed mixed effects."
P. S. Moyer-Packenham, A. Kitsantas, J. J. Bolyard, F. Huie, N. Irby (2009). Participation by STEM Faculty in Mathematics and Science Partnership Activities for Teachers. Journal of STEM Education.
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Abstract: This study examines archival data from a federally-funded mathematics and science program (NSF-MSP) where partnerships in the pro- gram provided pre-service and in-service education for mathematics and science teachers. Of particular interest in the present study was the breadth of participation by IHE Science,Technology, Engineering, and Mathematics (STEM) faculty in the activities designed for teachers, and the relationship between the participation of IHE STEM faculty and the participation of all other providers of MSP teacher activities. In this contextualized analysis, researchers examined breadth of participation for each provider in terms of topics (i.e., mathematics, science, technology), levels (i.e., elementary, middle, high), and categories of common teacher activities (i.e., pre-service teacher preparation activities, in-service teacher enhancement activities). It was hypothesized that IHE education faculty and K-12 teachers and leaders would be the providers most involved in the in-service activities for current mathematics and science teachers. It was also anticipated that IHE education faculty would be the providers most involved in pre-service activities for university students in mathematics and science teacher education programs, with IHE STEM faculty serving as the developers and instructors of mathematics and science courses in their STEM departments. Findings indicated that, in terms of the breadth of participation in pre-service and in-service teacher activities among 14 provider groups, IHE STEM faculty participated most broadly across the activities, followed by IHE education faculty and K-12 teachers. Because IHE STEM faculty participation with K-12 teachers was an important goal of the NSF MSP Program, these findings reflect well on the efforts of the partnerships in the program.These results demonstrate that shifts were evident among participants in MSP partnerships, in relation to the typical roles and responsibilities of IHE faculty and K-12 school personnel providing teacher development. The findings are significant because they indicate that, not only did partnerships in the NSF-MSP Program attain the goal of engaging IHE STEM faculty in activities with pre-service and in-service teachers, they engaged IHE STEM faculty across a breadth of teacher activities. The scope of IHE STEM faculty participation included each topic area, all K-12 levels, and various categories of teacher activities. Because teacher development in mathematics and science education is not the primary role of STEM faculty in most IHE disciplinary departments, these findings show the unique nature of STEM faculty participation that was achieved in the NSF-MSP Program.
Eric Osthoff, Steve Cantrell (2005). LAUSD Mathematics Teacher and Coach Focus Groups: Views of District Instructional Guidance from the Field: SCALE RET Case Study report. Working Paper.
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Abstract: "For three consecutive evenings in January 2004, researchers Eric Osthoff and Steven Cantrell met with secondary mathematics teachers and coaches to discuss the impact of several key elements of the District Mathematics Plan. The 22 participants were a diverse, though nonrepresentative, collection of Algebra I teachers and secondary mathematics coaches. The primary aim of the meetings was to better understand the impact of several key elements of the district mathematics plan, including textbooks, the instructional guide, the periodic mathematics assessments, and mathematics coaches. A second aim was to test ideas for improving the quality of assistance currently provided by the district mathematics instructional support staff. ...The following report describes the sessions and provides a much more faithful rendition of teacher responses to our prompts."
John F. Pane, Valerie L. Williams, Stuart S. Olmstead, Kun Yuan, Eleanor Spindler, Mary Ellen Slaughter (2009). Math Science Partnership of Southwest Pennsylvania: Measuring Progress Toward Goals. RAND Monograph Series.
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Abstract: In 2003, the Allegheny Intermediate Unit received a grant under the National Science Foundation's Math and Science Partnership program to establish the Math Science Partnership of Southwest Pennsylvania (MSP). The MSP brings together regional K-12 school districts, institutions of higher education, and intermediate units with the goals of increasing K-12 students' knowledge of mathematics and science, improving the quality of the K-16 educator workforce, and creating sustainable partnerships among participants. To achieve these goals, the MSP has instituted a variety of activities, including leadership academies, fellowship programs, and networking opportunities, to enact three key intervention strategies: professional development for content and leadership, curriculum alignment and pedagogical and course refinement, and support for and dissemination of research-based resources and tools. As RAND's involvement with the MSP comes to an end (the MSP will continue through 2010), the findings presented here provide preliminary evidence regarding the MSP's progress. The analyses draw on five years of qualitative and quantitative MSP data, including interviews, surveys, participation records, student achievement assessments, and other sources. The findings suggest that MSP partners are making progress toward the three MSP goals, although statistical analysis did not find evidence that the MSP was directly responsible for this progress.
Basmat Parsad, Joy Frechtling, David May, Nancy Shapiro (2006). Networking Among VIP K-16 Participants. MSP Evaluation Summit II.
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Abstract: "This study employed social network analysis (SNA) to describe professional collaboration among participants of the Vertically Integrated Partnerships (VIP) K-16 program, primarily high school teachers and higher education faculty. The study focused on three qualitative measures by which to examine VIP's evolving collaborative structure--the emergence of new professional connections since VIP, the extent to which VIP networks became more connected, and leadership roles in integrating network participants. Informed by program goals and activities, VIP networks were examined in four core program-related areas--inquiry-based teaching and learning, mentoring relationships, exposing undergraduates to science teaching as a career option, and planning and managing VIP activities. While causal inferences are beyond the scope of this study, the findings provide an understanding of the capacity of VIP for promoting professional networks in activity areas that are key to achieving program goals."
William R. Penuel, Anna-Ruth Allen, Cynthia E. Coburn, Caitlin Farrell (2015). Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries. Journal of Education for Students Placed At Risk.
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Abstract: "This article presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two long- term partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research-practice partnerships."
Deborah Pomeroy (2010). Synergistic Interactions of K-16 Partnership Work, Research, and Teaching in Higher Education Science Faculty Members. NARST.
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Abstract: Work between higher education faculty and K-12 schools and teachers is fairly common, sometimes initiated by schools, sometimes designed by science professors under the aegis of broader impact as mandated by research grant solicitations and most recently mandated by the National Science Foundation's Math Science Partnership (MSP) solicitations. While most such work is focused on K-12 impact, this series of case studies examines the "push-back" effects of such work on the professors' teaching, scientific research, and in some cases, their institutions. The study is informed by and contributes to Ernest Boyer's discussion of scholarship in academia (Boyer, 1990). Four of the subjects of this study were engaged in an MSP project and one professor's work evolved from outreach as part of other research grants. All subjects formed partnerships characterized by mutual commitment, growth, respect and trust. The findings variously and powerfully illustrate interactions between: partnership work and the professors' teaching, partnership work and research, and teaching and research. It also uncovers factors impacting these interactions.
Deborah Pomeroy, Ning Rui (2010). Understanding NSF Grantees' Engagement. AERA.
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Abstract: Drawing upon survey data of 19 MSP grantees and 130 non-MSP NSF grantees in STEM-related disciplines from three Mid-Atlantic States, this study employs a mixed-method approach to explore to what extent demographics, institutional norms and practice, and self-perceptions about importance of research, teaching and service differ between the MSP program grantees and other NSF grantees during the 2007-08 academic year. Guided by Hora and Millar's (2008) institutional context framework (ICF), the study also examined faculty's own assessment of values of MSP or other education outreach programs on various aspects of their scholarly lives and their institutions. Findings show that the MSP participants had more females, non-Asian minorities, considerably more years of prior K-12 engagement experience, and were more likely to be in institutions where teaching was emphasized more for promotion and tenure. In addition, the study provides strong evidence of positive impacts of educational outreach work to the higher education institutions' communities, the institutions and the faculty. Findings suggest that higher education faculty reward structures should find ways to value service-oriented scholarship.
PRISM Staff (2008). Tools for Managing Large Scale Projects. MSP Learning Network Conference.
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Abstract: PRISM MSP shares a set of documents and tools useful for managing large scale partnership projects:
  • Definition Documents
  • Rubrics
  • Management Tools
Ning Rui, Jill Feldman (2010). A Longitudinal Analysis of Institution of Higher Education Faculty Engagement in a Math and Science Partnership Project. AERA.
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Abstract: Drawing on four years of survey data, the present study explores sources of variance that predict breadth, intensity, and persistence of engagement among college faculty in a National Science Foundation Math & Science Partnership project during 2003-2007. Building upon descriptive studies of faculty engagement and developmental theories on breadth and intensity as two separable dimensions of engagement, a three-level hierarchical linear model is applied to explain the proportion of variance attributable to temporal, individual, and institutional level variables, respectively. Results indicate that effects of between-person predictors on engagement vary across institutions for intensity but not for breadth. Implications for practice and research about effective engagement of college faculty in similar efforts to reform secondary mathematics and science education are discussed.
Eugene Rutz (2011). Using the Engineering Design Process to Develop and Implement a High School Introduction to Engineering Course. Proceedings of the 2011 ASEE Annual Conference & Exhibition.
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Abstract: The University of Cincinnati's College of Engineering & Applied Science in collaboration with local high schools developed an Introduction to Engineering course for high school students using the engineering design process to guide the course development and implementation. The steps in the course design process are described in terms of the engineering design model as are selection of specific course elements. The iterative nature of the process is illustrated and the improvements made after an implementation cycle are described. The course effectiveness is also discussed in terms of meeting the identified goal.
Eugene Rutz, Brian Lien, Michelle Shaffer, Steve Brickner (2008). Accessible STEM Education. Proceedings of the ASEE 2008 Annual Conference and Exhibition.
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Abstract: The University of Cincinnati collaborated with four Cincinnati-area high schools (Mt Notre Dame High School, Princeton High School, Mother of Mercy High School, and Harrison High School) to develop and offer a program that introduced students at those schools to the practice of Engineering and Engineering Technology. The College of Applied Science and the College of Engineering worked together to provide content that would provide high school students a balanced view of the careers and opportunities available in Engineering and Engineering Technology. The goal for the course was that greater numbers of students would understand the practice of engineering and engineering technology and would choose to pursue these in their college studies. This paper describes the collaborative process used to design and implement the course.
Ben Sayler, June Apaza, Vicki Kapust, Becky Carroll, Pamela Tambe, Mark St. John (2013). A Partnership's Effort to Improve the Teaching of K-12 Mathematics in Rapid City, South Dakota. The Mathematics Enthusiast.
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Abstract: "Over the span of ten years, a National Science Foundation-funded partnership effort has collected and analyzed multiple forms of evidence, both direct and indirect, about improved teaching of mathematics within Rapid City Area Schools. This article describes the project's impact on K-12 teaching and factors contributing to that impact. The authors argue that improvements in teaching are attributable largely to a robust infrastructure established to support teacher growth. Direct evidence includes classroom observations conducted by the project's external evaluation team. Indirect evidence exists in the form of data on student outcomes: achievement on the state's multiplechoice accountability measure and achievement on projectadministered performance assessments."
J. Scherer (2006). Partnership Implementation in the MSP Program. .
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Abstract: The Math and Science Partnership (MSP) Program at the National Science Foundation (NSF) promotes the development, implementation, and sustainability of exemplary partnerships to advance high-quality math and science education. The MSP Program anticipates that the partnerships will be instrumental in improving K-12 student achievement, as well as reducing achievement gaps among diverse student populations differentiated by race/ethnicity, socioeconomic status, gender, or disability, a strategy advocated by Haycock et al. (1992). The importance of being partnership driven with science, technology, engineering, and math (STEM) faculty engagement is apparent not only from the name of the program, but also in the National Science Foundation's (NSF's) decision to include it as one of the five "key features" of the program.
J. Scherer (2009). Understanding the Role of Partnership Configuration in the NSF-MSP Program. Journal of Educational Research and Policy Studies.
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Abstract: The National Science Foundation's (NSF's) Math and Science Partnership Program (MSP) promotes the development, implementation, and sustainability of exemplary partnerships to produce high-quality math and science education at all K-12 levels. The MSP Program anticipates that the partnerships will be instrumental in improving student achievement, as well as reducing achievement gaps among student populations differentiated by race/ethnicity, socioeconomic status, gender, or disability, a strategy advocated by Haycock, Hart, and Irvine (1991). This paper explores how different configurations influence the types of partnering and educational activities undertaken by partnerships. It further provides illustrative examples of education partnerships from the National Science Foundation's (NSF's) Math and Science Partnership (MSP) Program, which calls for inter-institutional partnerships among institutions of higher education (IHEs), local education agencies (LEAs), state education agencies (SEAs), and other for-profit and nonprofit entities. The study examines partnerships awarded in three cohorts during FY2002, 2003, and 2004 in three categories: Comprehensive Partnerships, Targeted Partnerships, and Institute Partnerships (Teacher Institutes for the 21st Century). Data sources include interviews conducted with the MSPs, archival data submitted by the awardees as part of the MSP Program's Management Information System (MSP-MIS), available extant literature, awardees' annual reports, awardees' evaluation reports, documents available through the awardees' learning network (www., and Web site information reported by the individual partnerships in the MSP Program accessible through 2007. Preliminary results indicate that the particular type of configuration of the MSP partnership does not appear to significantly impact the quantity and types of activities the MSPs carry out and accomplish. Those partnerships configured with multiple IHEs did, in some instances, show an enhanced capacity to conduct a greater number and richer array of activities.
Linda Scholl, Susan Millar, L. Owusu-Yeboa (2006). Organizational Change in an Institution of Higher Education: Improving K-20 Math and Science Education through a University-School Partnership. SCALE MSP IHE Case Study.
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Abstract: In the spring of 2005, SCALE's Research and Evaluation team began conducting a set of IHE case studies to determine (a) whether positive and sustainable improvements are underway to facilitate the provision of high-quality professional learning opportunities in math and science to pre- and in-service K-12 teachers by STEM and education faculty and the IHEs (as organizations), and (b) whether these improvements can be attributed, at least in part, to SCALE implementation. This case study report presents an initial description and analysis of institutional change efforts underway at one of SCALE's IHE partners, California State University, Dominguez Hills (CSUDH).
Gary Silverstein, Robyn Bell, Joy Frechtling, Atsushi Miyaoka (2005). Executive Summary: MSP MIS Summary Data for Comprehensive and Targeted Partnership Projects: 2000-03 and 2003-04 School Years. WESTAT for NSF.
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Abstract: The Math and Science Partnership (MSP) Management Information System (MIS) is designed to obtain annual information from each MSP-funded project. This information can be used to describe the implementation and impact of the overall MSP program and to monitor the progress of individual MSP awards. This report summarizes the initial findings for 34 Cohort 1 and 2 MSP projects for the 2002-03 and 2003-04 school years and provides evidence that projects are laying the groundwork for significant changes in their participating educational institutions. Most notably, projects are making progress in establishing the kinds of partnerships envisioned by NSF. The unique feature of these partnerships, the involvement of disciplinary faculty in the reform efforts, is in place and growing. The number of teachers and students involved in participating K-12 schools is also increasing--and data suggest that projects are, in fact, addressing the needs of urban and rural students with significant needs.
James P. Spillane (2010). The Distributed Leadership Studies: A case study of research in and for school practice. Connecting Research, Practice, and Policy in Mathematics Educati.
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Abstract: "Over the last decade, researchers in The Distributed Leadership Studies (DLS) at Northwestern University have been developing a framework for examining school leadership and management with an emphasis on their relations to classroom instruction ( Drawing on theoretical and empirical work in distributed cognition and socio-cultural activity theory, our distributed perspective involves two aspects principal plus and practice (Spillane 2006; Spillane, Halverson, and Diamond 2001, 2004). The principal plus aspect acknowledges that the work of leading and managing schools involves multiple individuals. The practice aspect foregrounds the practice of leading and managing, framing this practice as emerging from the interactions among school leaders and followers, mediated by the situation in which the work occurs. Practice is more about interaction than action. The school subject matter mathematics, science and language arts has figured prominently in our efforts to build knowledge about and for the practice of leading and managing. In this chapter, I use our hypotheses-generating research and development work as part of the Distributed Leadership Studies (DLS) as an example of connecting research with practice and policy. I begin by briefly describing our research and development work on school practice and give attention to our various goals. I then describe some of the ways in which the DLS have forged connections with policy-makers and practitioners through three different partnering experiences. I next consider, in more detail, one facet of our work involving the use of our research findings to engage policymakers and practitioners in diagnosing and design work so as to develop practical knowledge how knowledge as distinct from what knowledge. I conclude by reflecting on some of the challenges the DLS has encountered in engaging partners in policy and practice."
Karen Stephenson, Joy Frechtling (2010). Are MSP Participants Really Collaborating? An Exploratory Study. Prepared for NSF MSP.
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Abstract: The purpose of this study was to examine the current status of relationships among participants in the National Science Foundation's (NSF) Mathematics and Science Partnership (MSP) program and how those relationships change. The data were collected from a convenience sample of MSP participants who attended the MSP Learning Network Conference held on January 25, 2010. Examination of current interaction rates for veteran participants indicates substantial interactions across groups, including STEM to Education, and each of these IHE groups to K--12. The highest interaction rates were reported for innovation and research and preparation of articles and presentations between STEM and education faculty. Whereas discussions regarding pedagogy and professional development were the most frequent when relationships between IHE faculty and K-12 teachers were reported. The data show substantial interactions among participants which is aligned with the MSP mission and values. The fact that interactions are frequently reported to occur both among faculty within the IHE environment and across IHE/K-12 boundaries is very important. Even if the data are influenced by the particular sample that attended the Learning Network Conference, the findings should be celebrated.
Mark St. John, Kasi Allen, Becky Carroll, Heather Mitchell, Elizabeth Horsch, Laurie Lopez (2008). The Appalachian Math Science Partnership: A Multi-State Umbrella Partnership Promoting Local Mathematics And Science Reform - CLOSE-UP PAPERS. Inverness Research.
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Abstract: This document contains four brief reports that illuminate key strategies employed in the Appalachian Math Science Partnership (AMSP). They are intended to be read along with the main report, The Appalachian Math Science Partnership: A Multi-State Umbrella Partnership Promoting Local Mathematics And Science Reform. The reports included in this document are: I. The Regional Program Coordinators: Making Connections and Developing Local Leadership II. Baseline Improvement Sites and the Program Improvement Review: Promoting School-wide Involvement in Math and Science Reform III. The Partnership Enhancement Program: A Strategy for Supporting Locally Designed Partnerships IV. Motivating Change in Institutions of Higher Education Through Collaboration with K-12 Partners
Mark St. John, Kasi Allen, Becky Carroll, Heather Mitchell, Elizabeth Horsch, Laurie Lopez (2008). The Appalachian Math Science Partnership: A Multi-State Umbrella Partnership Promoting Local Mathematics And Science Reform. Inverness Research.
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Abstract: The Appalachian Math Science Partnership (AMSP) is a project within NSF's Math Science Partnerships (MSP) initiative. Funded at $23 million over five years, the AMSP involved 51 school districts and nine higher education institutions in Kentucky, Tennessee and Virginia. The AMSP faced two significant challenges in its effort to live up to the vision of the MSP initiative and to its own hopes and goals. First, its service area, Appalachia, comprises some of the most isolated and stressed communities and school systems in the United States. Second, the mere scale of the partnership--60 organizations in several states--defied easy implementation. Yet despite these challenges (indeed, working to address them directly), the AMSP built upon existing leadership capacity in the region and created not only effective partnerships, but ultimately formed what we view as the foundation for a sustainable regional "improvement infrastructure" for science and mathematics. In this set of five papers, we portray the evolution, design and strategies of the AMSP. We believe that the design principles the AMSP adhered to, the responsiveness of AMSP leaders to local needs and issues, and the strategies they devised to make good on their promise have relevance for others who invest in the improvement of science and math education, particularly in rural regions. This paper, entitled "The Appalachian Math Science Partnership: A Multi-State Umbrella Partnership Promoting Local Mathematics And Science Reform," is the core document of the set of five and stands alone. It provides background on the initiative and on the regional landscape, gives an account of how the AMSP's overall design as an "umbrella partnership" formed, describes the major strategies and components of the partnership (including the benefits they produced and lessons learned from their implementation), documents the core values and design principles underlying the umbrella partnership, and offers our conceptualization of the AMSP as a regional improvement infrastructure. The four papers identified as AMSP Close-ups (a single document) are companions to this core document. They illuminate in more detail key strategies of the larger partnership.
Marilyn Strutchens, W. Gary Martin (2013). Making Explicit the Commonalities of MSP Projects: Learning from Doing. The Mathematics Enthusiast.
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Abstract: "The seven projects discussed in the preceding articles are funded by the National Science Foundation (NSF) Math and Science Partnership (MSP) program (Hamos et al., 2009), which began in 2002. One of the main goals of the MSP program is to build capacity and integrate the work of higher education, especially its STEM disciplinary faculty, with that of K12 to strengthen and reform mathematics and science education (Hamos et al., 2009). Thus, the MSP program brought together three sets of people (disciplinary faculty, teacher educators, and school system personnel) who do not usually work together to reform the mathematics and science education of teachers. For many of the MSP partnerships this was the first time that members of these groups were purposefully working together to develop mechanisms designed to 1) increase both preservice and inservice teachers' mathematical content knowledge for teaching; 2) provide teachers with the opportunity to learn mathematics in the manner in which their students should learn mathematics in order to develop habits of mind similar to those of mathematicians, such as making conjectures and testing them out, modeling contextual situations with mathematics, and persevering in solving problems; and 3) engage all of the partners in collaborative opportunities focused on student learning and assessment. Accordingly, the seven partnerships discussed throughout this issue and other partnerships chose coursework at universities, some combination of coursework and professional development, and/or study groups as the mechanisms to accomplish the objectives of the MSP program."
Cynthia A. Tananis (2005). Using Evaluation as a Bridge for Partnership Development. MSP Evaluation Summit.
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Abstract: "In this article, we report on work thus far (Years One and Two) of the Southwest Pennsylvania Math Science Partnership in using evaluation as a "bridge" to support and encourage the development of collaborative partnerships. We begin with a description of the SW PA MSP followed by its "theory of action" for intervention among and with stakeholders. We explore the overall evaluation plan that is built from this logic model (theory of action) and discuss examples of the role evaluation has served for the project in partnership development. We then consider a number of factors we have found to be of issue in the key school-level (K-12) / higher education (IHE) partnerships the Math Science Partnership is designed to foster."
Montserrat Teixidor-i-Bigas, Analucia Schliemann, David Carraher (2013). Integrating Disciplinary Perspectives: The Poincare Institute for Mathematics Education. The Mathematics Enthusiast.
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Abstract: "We describe the development of the Poincar Institute, an NSFMSP supported program developed through Tufts University Departments of Mathematics, Education, and Physics and by TERC, in partnership with nine school districts in Massachusetts, New Hampshire, and Maine. We focus on the challenges of developing an interdisciplinary program aimed at improving the teaching and learning of mathematics from grades 5 to 9, the choice of mathematical and educational content of the program, the course structure, and the progress of the first cohort of participant teachers. We also outline the changes we are implementing for future cohorts."
Andrew Thomas, Patricia O'Driscoll, Mikala Rahn (2011). Partnering to Improve Mathematics and Science Attainment by Improving Teacher Knowledge: A Case Study of the California Mathematics and Science Professional Development Partnership (CaMSP). AERA Conference.
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Abstract: This paper reports select findings from a comprehensive multi-year mixed methods case study and impact evaluation of California's Math and Science Partnership (CaMSP). As the state with the largest MSP allocation, the most partnerships, and a high degree of diversity in terms of LEA size and type, university participation and student demographics, California is a rich case that warrants attention. Utilizing Desimone's (2009) conceptual framework for improvement of professional development impact studies, we offer key insights into how to use the LEA-University partnership model to improve mathematics and science teaching. In addition, we use value-added analysis to show CaMSP is associated with improved student achievement in general mathematics and, in particular, Algebra I. Higher science test scores may also be associated with CaMSP professional development.
Sarah Wille, Jeanne Century, Miriam Pike (2017). Exploratory Research to Expand Opportunities in Computer Science for Students with Learning Differences. Computing in Science & Engineering/IEEE.
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Abstract: "The computer science (CS) education field is engaging in unprecedented efforts to expand learning opportunities in K-12 CS education, but one group of students is often overlooked: those with specific learning disabilities and related attention deficit disorders. As CS education initiatives grow, K-12 teachers need research-informed guidance to make computing more accessible for students who learn differently. This article reports on the first phase of a National Science Foundation-supported exploratory research study to address this problem. The authors present their education research-practice partnership, initial findings, and highlights of a collaborative process that has furthered their work to support more equitable learning in CS."
Sarah Wille, Daphne Sajous-Brady (2018). The Inclusive and Accessible Workplace. Communications of the ACM.
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Abstract: Learnings from educational research (like the CSP & Students Who Learn Differently study) can be used to inform approaches in the workplace to support neurodiverse employees with learning and attention disorders.
Amber Winkler, Joy Frechtling (2005). Evaluating New versus Mature Partnerships: How Evaluation Questions May Change Based on Partnership Longevity. MSP Evaluation Summit.
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Abstract: "We will illustrate how our initial observations of the FOCUS partnership in particular have caused us to re-examine our definition of partnership in general. Specifically, the tenure of the FOCUS partner collaboration appears to be a primary variable in how each element of a partnership definition is interpreted. If then, we are correct in hypothesizing that views on what a partnership is hinges on the relative maturity of that partnership, how do the questions we ask as evaluators differ when we examine a comparatively new versus a more mature partnership?"
R. K. Yin (2009). Establishing Long-Term Partnerships between K-12 Districts and Science, Technology, Engineering, and Mathematics (STEM) Faculty. 2009a.
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Abstract: To strengthen K-12 mathematics and science education, one strategy has been to engage faculty from institutions of higher education (IHEs)--and in particular the faculty from science, technology, engineering, and mathematics (STEM) disciplines--to collaborate with K-12 schools. The faculty are assumed to bring a high level of substantive expertise, to benefit both K-12 teachers and students. Such an assumption is central to NSF's Math and Science Partnership (MSP) program. The program requires STEM discipline faculty and K-12 schools to collaborate and ultimately to "...undergo the institutional change to sustain the partnership effort beyond the funding period" (NSF-03-541). Unfortunately, numerous earlier experiences have shown how these collaborative efforts are rarely sustainable. A major problem derives from the inability to create mutual benefits, with STEM faculty especially gaining little benefit to offset its need to pursue its own disciplinary teaching and research. The present study examined the variety of collaborative activities supported by the MSP program, to determine which ones might hold any promise of continuing. Most of the activities resembled those of previous collaborative efforts. However, one activity--the design and offering of formal IHE courses in STEM discipline departments for enrollment by existing K-12 teachers (therefore, not preservice programs)--differed from the past and appeared promising. This activity may produce mutual benefits and may form the basis for sustaining university-school partnerships. The study concludes that federal, state, and local agencies also can encourage this activity. For instance, school districts could require their teachers to satisfy their professional development needs by taking such courses.
Xiaodong Zhang, Joy Frechtling, Joseph McInerney, Glenn Nyre, Joan Michie, Atsushi Miyaoka, John Wells (2006). A Year 2 RETA Report for Effect of STEM Faculty Engagement in MSP--A Longitudinal Perspective. WESTAT.
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Abstract: "The Math and Science Partnership (MSP) program is a major national research and development effort that supports innovative partnerships to improve K-12 student achievement in mathematics and science. Deep engagement of science, technology, engineering, and mathematics (STEM) disciplinary faculty is a hallmark of this program. The program posits that disciplinary faculty hold the knowledge that K-12 teachers need, and that if faculty are substantially involved, the chain of professional knowledge will be strengthened and result in improved student achievement. Westat's research, evaluation, and technical assistance (RETA) grant aims to examine this assumption empirically. Specifically, we are asking how are STEM faculty engaged in MSP? Does the involvement make any difference in enhancing teacher quality and increasing student achievement? And are there particular circumstances in which certain types of involvement contribute more or less than others on these dimensions? In essence, we ask what works, for whom, and under what circumstance."
Xiaodong Zhang, Joseph McInerney (2006). Exploration of the Process and Impact of STEM Faculty Involvement. MSP Evaluation Summit II.
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Abstract: "Deep engagement of science, technology, engineering, and mathematics (STEM) disciplinary faculty is a hallmark of the MSP program, which posits that disciplinary faculty hold the knowledge that K – 12 teachers need, and that if faculty are substantially involved, the chain of professional knowledge will be strengthened and result in improved student achievement. Westat’s research, evaluation, and technical assistance (RETA) grant aims to examine this assumption empirically. Specifically, we are asking how are STEM faculty engaged in MSP? Does the involvement make any difference in enhancing teacher quality and increasing student achievement? And are there particular circumstances in which certain types of involvement contribute more or less than others on these dimensions? The paper presents preliminary findings from the first 2 years of this 4-year project. "
Xiaodong Zhang, Joseph McInerney, Joy Frechtling, Glenn Nyre, Joan Michie, Atsushi Miyaoka, John Wells, Molly Hershey-Arista (2007). A Year 3 Report for Effect of STEM Faculty Engagement in MSP--A Longitudinal Perspective. Prepared by WESTAT for NSF.
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Abstract: "The Math and Science Partnership (MSP) program is a major national research and development effort that supports innovative partnerships to improve K-12 student achievement in mathematics and science. Deep engagement of science, technology, engineering, and mathematics (STEM) disciplinary faculty is a hallmark of this program. The program posits that disciplinary faculty hold the knowledge that K-12 teachers need, and that if faculty are substantially involved, the chain of professional knowledge will be strengthened and result in improved student achievement. Westat's research, evaluation, and technical assistance (RETA) grant examines this assumption empirically. Specifically, we ask how are STEM faculty engaged in MSP? Does the involvement make any difference in enhancing teacher quality and increasing student achievement? And are there particular circumstances in which certain types of involvement contribute more or less than others on these dimensions? In essence, we ask what works, for whom, and under what circumstance."
Xiaodong Zhang, Joseph McInerney, Joy Frechtling, Glenn Nyre, Joan Michie, John Wells (2008). Effect of STEM Faculty Engagement in MSP--A Longitudinal Perspective: A Year 4 RETA Report. Prepared by Westat for NSF.
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Abstract: The Math and Science Partnership (MSP) program is a major national research and development effort that supports innovative partnerships to improve K-12 student achievement in mathematics and science. Deep engagement of science, technology, engineering, and mathematics (STEM) disciplinary faculty is a hallmark of this program. The program posits that disciplinary faculty hold the knowledge that K-12 teachers need, and that if faculty are substantially involved, the chain of professional knowledge will be strengthened and result in improved student achievement. Westat's research, evaluation, and technical assistance (RETA) grant aims to examine this assumption empirically. Specifically, we are asking how STEM faculty are engaged in MSP. Does the involvement make any difference in enhancing teacher quality and increasing student achievement? And are there particular circumstances in which certain types of involvement contribute more or less than others on these dimensions? In essence, we ask what works, for whom, and under what circumstance through the following six research questions:
  1. What methods (i.e., strategies, practices, and policies) are being used by the projects to engage STEM faculty in their activities, and how do these differ by type of institution of higher education (IHE)?
  2. What levels of involvement are garnered by various methods at different types of IHEs?
  3. To what extent does STEM faculty involvement contribute to increases in K-12 teacher content and pedagogical knowledge?
  4. To what extent does STEM faculty involvement contribute to student achievement?
  5. What are the policy implications for engaging STEM faculty?
  6. How does faculty involvement evolve, and does it appear to have the ability to be sustained?
Involving STEM Disciplinary Faculty in Deepening Teacher/Teacher Leader Content Knowledge (2009). MSP-KMD Knowledge Reviews.
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Abstract: This series of Knowledge Reviews provide a summary of what we know from experienced practitioners and research in the area of involving STEM disciplinary faculty in deepening teacher/teacher leader content knowledge.