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| Autori principali: | , , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2006
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=EJ739691 |
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| _version_ | 1867181896980496384 |
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| author | Stefl-Mabry, Joette Powers, Jennifer Goodall Doll, Carol |
| author_facet | Stefl-Mabry, Joette Powers, Jennifer Goodall Doll, Carol Stefl-Mabry, Joette Powers, Jennifer Goodall Doll, Carol |
| collection | Education Resources Information Center |
| contents | Creating and Sustaining Problem-Based Partnerships among Graduate, Undergraduate, and K-12 Learners: Opportunities and Challenges Stefl-Mabry, Joette Powers, Jennifer Goodall Doll, Carol Problem Based Learning Educational Environment College School Cooperation Information Science Graduate Students Undergraduate Students Elementary Secondary Education Educational Technology Web Sites Theory Practice Relationship College Faculty Teacher Role Team Teaching Student Attitudes This article outlines a K-12 college learning partnership that has evolved over the past two years at the University at Albany, SUNY. Two faculty members with the School of Information Science & Policy (SISP) Joette Stefl-Mabry and Jennifer Goodall Powers, with administrative support of their Associate Dean, Carol Doll, have integrated problem-based learning (PBL) into graduate and undergraduate curricula to establish partnerships with local K-12 school districts. Dynamic PBL environments link K-12 schools, School Library Media (SLM) graduate students, and undergraduate students majoring in information science to develop content, delivery, and assessment methods for K-12 curricula while at the same time strengthening graduate and undergraduate curricula by incorporating real-world challenges into coursework. Through this partnership, K-12 schools benefit from research-based best practices in educational technology and information science graduate and undergraduate students experience real career situations within educational environments. Over the course of a semester, SLM graduate students wrestle with theory and practice in K-12 curriculum, as undergraduate students develop Web pages based on research theory summarized by their graduate student partners. Stefl-Mabry and Powers collaboratively create and/or adapt instructional methods to meet the educational requirements of graduate and undergraduate curriculum as it relates to the specific needs and abilities of their students and the learning needs of K-12 environments. PBL enhances learning and provides new instructional models for SLM graduate students to emulate as educators when they are employed in K-12 communities. (Contains 2 figures.) |
| format | Recurso educativo Open Access |
| id | eric_EJ739691 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2006 |
| record_format | eric |
| spellingShingle | Creating and Sustaining Problem-Based Partnerships among Graduate, Undergraduate, and K-12 Learners: Opportunities and Challenges Stefl-Mabry, Joette Powers, Jennifer Goodall Doll, Carol Problem Based Learning Educational Environment College School Cooperation Information Science Graduate Students Undergraduate Students Elementary Secondary Education Educational Technology Web Sites Theory Practice Relationship College Faculty Teacher Role Team Teaching Student Attitudes Creating and Sustaining Problem-Based Partnerships among Graduate, Undergraduate, and K-12 Learners: Opportunities and Challenges Stefl-Mabry, Joette Powers, Jennifer Goodall Doll, Carol Problem Based Learning Educational Environment College School Cooperation Information Science Graduate Students Undergraduate Students Elementary Secondary Education Educational Technology Web Sites Theory Practice Relationship College Faculty Teacher Role Team Teaching Student Attitudes This article outlines a K-12 college learning partnership that has evolved over the past two years at the University at Albany, SUNY. Two faculty members with the School of Information Science & Policy (SISP) Joette Stefl-Mabry and Jennifer Goodall Powers, with administrative support of their Associate Dean, Carol Doll, have integrated problem-based learning (PBL) into graduate and undergraduate curricula to establish partnerships with local K-12 school districts. Dynamic PBL environments link K-12 schools, School Library Media (SLM) graduate students, and undergraduate students majoring in information science to develop content, delivery, and assessment methods for K-12 curricula while at the same time strengthening graduate and undergraduate curricula by incorporating real-world challenges into coursework. Through this partnership, K-12 schools benefit from research-based best practices in educational technology and information science graduate and undergraduate students experience real career situations within educational environments. Over the course of a semester, SLM graduate students wrestle with theory and practice in K-12 curriculum, as undergraduate students develop Web pages based on research theory summarized by their graduate student partners. Stefl-Mabry and Powers collaboratively create and/or adapt instructional methods to meet the educational requirements of graduate and undergraduate curriculum as it relates to the specific needs and abilities of their students and the learning needs of K-12 environments. PBL enhances learning and provides new instructional models for SLM graduate students to emulate as educators when they are employed in K-12 communities. (Contains 2 figures.) |
| title | Creating and Sustaining Problem-Based Partnerships among Graduate, Undergraduate, and K-12 Learners: Opportunities and Challenges |
| topic | Problem Based Learning Educational Environment College School Cooperation Information Science Graduate Students Undergraduate Students Elementary Secondary Education Educational Technology Web Sites Theory Practice Relationship College Faculty Teacher Role Team Teaching Student Attitudes |
| url | https://eric.ed.gov/?id=EJ739691 |