Document Type

Article

Publication Date

2024

DOI

10.3390/educsci14070712

Publication Title

Education Sciences

Volume

14

Issue

7

Pages

712 (1-23)

Abstract

This instrumental case study describes the steps taken to establish and implement a university–school partnership to improve rural science teachers’ content knowledge and teaching practices and students’ achievement in elementary science and high school biology courses. Our research questions explored the impact of professional development and place-based learning on student outcomes, with the study’s methodology involving needs assessments, teacher training, and continuous support through modeling and coaching. The findings include gains in achievement and substantial gains in science education. The findings have implications for the design, implementation, and evaluation of university–school partnerships designed to build teachers’ capacity to deliver high-quality science education and improve student success in rural school districts.

Comments

© 2024 by the authors.

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International (CC BY 4.0) License.

Data Availability Statement: Article states: "The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author/s."

Original Publication Citation

Ferrell, V. A., & Tharpe, A. S. (2024). Enhancing rural science education through school district–university partnership. Education Sciences, 14(7), 1-23, Article 712. https://doi.org/10.3390/educsci14070712

ORCID

0000-0002-1042-6326 (Ferrell), 0009-0003-8675-0995 (Tharpe)

Download

Share

COinS