Advertisement

Scientists and Mathematicians in Schools: CSIRO, Australia

  • Coral CampbellEmail author
  • Russell Tytler
Chapter

Abstract

This chapter provides an example of another form of partnership: the Scientist and Mathematicians in Schools (SMiS) Program which is a partnership between schools and a government institute. It describes the current aspects of the program and how much of what occurs in the partnership with schools is subscribed through the STEPS model—the Interpretive Framework. The nature of productive partnerships and the possibilities for improvement in the SMiS are highlighted within the context of the use of the specific partnership tools developed from the interpretive framework.

Keywords

Scientist and mathematicians in schools Quality learning Authentic partnerships STEM 

References

  1. Blake, D., & Campbell, C. (2009). Developing a rural and regional science challenge to utilise community and industry-based partnerships. Eurasian Journal of Mathematics, Science and Technology Education.Google Scholar
  2. Hobbs, L., Campbell, C., Chittleborough, G., Herbert, S., Jones, M., Redman, C., & Gilbert, A., (2015). The STEPS interpretive framework. Retrieved from http://www.stepsproject.org.au.
  3. Kruger, T., Davies, A., Eckersley, B., Newell, F., & Cherednichenko, B. (2009). Effective and sustainable university-school partnerships: Beyond determined efforts by inspired individuals. Melbourne, Vic, Australia: Teaching Australia—Australian Institute for Teaching and School Leadership Limited.Google Scholar
  4. Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: Country comparisons. Melbourne: The Australian Council of Learned Academies. www.acola.org.au.
  5. Rossner, P., & Commins, D. (2012). Defining ‘enduring partnerships’: Can a well-worn path be an effective, sustainable and mutually beneficial relationship? Toowong, Qld, Australia: Queensland College of Teachers, Retrieved from https://www.qct.edu.au/PDF/DefiningEnduringPartnerships.pdf.
  6. Trent, J. (2012). Teacher professional development through a school-university partnership. What role does teacher identity play? Australian Journal of Teacher Education, 37(7). http://dx.doi.org/10.14221/ajte.2012v37n7.2.
  7. Tytler, R., Symington, D., & Cripps Clark, J. (2016). Community-school collaborations in science: Towards improved outcomes through better understanding of boundary issues. International Journal of Science and Mathematics Education.  https://doi.org/10.1007/s10763-015-9711-9.CrossRefGoogle Scholar
  8. Tytler, R., Symington, D., Williams, G., White, P., Campbell, C., Chittleborough, G., et al. (2015). Building productive partnerships for STEM Education: Evaluating the model and outcomes of the Scientists and Mathematicians in Schools program. Melbourne: Deakin University. Available at: http://www.scientistsinschools.edu.au/downloads/SMiSEvaluationReport2015.pdf.

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Deakin UniversityGeelongAustralia
  2. 2.Deakin UniversityMelbourneAustralia

Personalised recommendations