scholarly journals “Thanks for helping me find my enthusiasm for physics”: the lasting impacts “research in schools” projects can have on students, teachers, and schools

2021 ◽  
Vol 4 (2) ◽  
pp. 169-188
Author(s):  
Martin O. Archer ◽  
Jennifer DeWitt
Keyword(s):  
Higher Education ◽  
Particle Physics ◽  
University Education ◽  
Research Projects ◽  
School Environments ◽  
School Students ◽  
Diverse Range ◽  
Evaluation Data ◽  
Education Data

Abstract. Using 6 years of evaluation data, we assess the medium- and long-term impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based on cutting-edge space science, astronomy, and particle physics research. After having completed their 6-month-long projects, the 14–18-year-old school students report having substantially increased in confidence relating to relevant scientific topics and methods as well as having developed numerous skills, outcomes which are corroborated by teachers. There is evidence that the projects helped increase students' aspirations towards physics, whereas science aspirations (generally high to begin with) were typically maintained or confirmed through their involvement. Longitudinal evaluation 3 years later has revealed that these projects have been lasting experiences for students which they have benefited from and drawn upon in their subsequent university education. Data on students' destinations suggest that their involvement in research projects has made them more likely to undertake physics and STEM degrees than would otherwise be expected. Cases of co-created novel physics research resulting from Physics Research in School Environments (PRiSE) has also seemed to have a powerful effect, not only on the student co-authors, but also participating students from other schools. Teachers have also been positively affected through participating, with the programme having influenced their own knowledge, skills, and pedagogy, as well as having advantageous effects felt across their wider schools. These impacts suggest that similar “research in schools” initiatives may have a role to play in aiding the increased uptake and diversity of physics and/or STEM in higher education as well as meaningfully enhancing the STEM environment within schools.

scholarly journals <i>Thanks for helping me find my enthusiasm for physics!</i> The lasting impacts research in schools projects can have on students, teachers, and schools

2020 ◽  
Author(s):  
Martin O. Archer ◽  
Jennifer DeWitt
Keyword(s):  
Higher Education ◽  
Particle Physics ◽  
Space Science ◽  
University Education ◽  
Research Projects ◽  
School Students ◽  
Diverse Range ◽  
Evaluation Data ◽  
Education Data

Abstract. Using 6 years of evaluation data we assess the medium- and long-term impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based in cutting-edge space science, astronomy, and particle physics research. After having completed their 6-month-long projects, the 14–18 year-old school students report having substantially increased in confidence relating to relevant scientific topics and methods as well as having developed numerous skills, outcomes which are corroborated by teachers. There is evidence that the projects helped increase students' aspirations towards physics, whereas science aspirations (generally high to begin with) were typically maintained or confirmed through their involvement. Longitudinal evaluation 3 years later has revealed that these projects have been lasting experiences for students which they have benefited and drawn upon in their subsequent university education. Data on students' destinations suggests that their involvement in research projects has made them more likely to undertake physics and STEM degrees than would otherwise be expected. Cases of co-created novel physics research resulting from PRiSE also has seemed to have a powerful effect, not only on the student co-authors but participating students from other schools also. Teachers have also been positively affected through participating, with the programme having influenced their own knowledge, skills, and pedagogy, as well as having advantageous effects felt across their wider schools. These impacts suggest that similar research in schools initiatives may have a role to play in aiding the increased uptake and diversity of physics and/or STEM in higher education as well as meaningfully enhancing the STEM environment within schools.

scholarly journals Transforming school students' aspirations into destinations through extended interaction with cutting-edge research: Physics Research in School Environments

2020 ◽  
Author(s):  
Martin O. Archer ◽  
Jennifer DeWitt ◽  
Charlotte Thorley
Keyword(s):  
Particle Physics ◽  
Cutting Edge ◽  
Theory Of Change ◽  
Independent Research ◽  
School Environments ◽  
School Students ◽  
Diverse Range ◽  
Positive Experiences ◽  
Extended Interaction ◽  
Made In

Abstract. We introduce a scalable framework for protracted research-based engagement with schools called Physics Research in School Environments (PRiSE) which has transformed cutting-edge space science, astronomy, and particle physics into accessible 6-month independent research projects for schools. The programme's theory of change presents how PRiSE aims to impact on a diverse range of 14–18 year-old students, supporting and enhancing their physics aspirations, as well as influencing teachers' practice and their school environments to potentially enable wider impacts. We explore the considerations made in developing the programme to help enact these theorised changes, in particular detailing the structure, support, and resources offered by active researchers as part of PRiSE. Through feedback from participating students and teachers, we assess the provision within this framework. This illustrates that the model appears to provide highly positive experiences that are otherwise not accessible to schools and that the extraordinary level of support offered is deemed necessary with all elements appearing equally important. Researchers and public engagement professionals seem receptive to the PRiSE framework of schools engagement and it has started to spread to other institutions.

scholarly journals School students from all backgrounds can do physics research: On the accessibility and equity of the PRiSE approach to independent research projects

2020 ◽  
Author(s):  
Martin O. Archer
Keyword(s):  
Particle Physics ◽  
Teacher Engagement ◽  
Research Projects ◽  
Independent Research ◽  
School Environments ◽  
School Students ◽  
Disadvantaged Groups ◽  
National Statistics ◽  
Qualitative Feedback ◽  
Systematic Biases

Abstract. Societal biases are a major issue in school students' access to and interaction with science. Schools engagement programmes in science from universities, like independent research projects, which could try and tackle these problems are, however, often inequitable. We evaluate these concerns applied to one such programme, Physics Research in School Environments (PRiSE), which features projects in space science, astronomy, and particle physics. Comparing the schools involved with PRiSE to those of other similar schemes and UK national statistics, we find that PRiSE has engaged a much more diverse set of school students and significantly more disadvantaged groups than is typical. While drop-off occurs within the protracted programme, we find no evidence of systematic biases present. The majority of schools that complete projects return for multiple years of the programme, with this repeated buy-in from schools again being unpatterned by typical societal inequalities. Therefore, school students' ability to succeed at independent research projects appears independent of background within the PRiSE framework. Qualitative feedback from teachers show that the diversity and equity of the programme, which they attribute to the level of support offered through PRiSE, is valued and they have highlighted further ways of making the projects potentially even more accessible. Researcher-involvement, uncommon in many other programmes, along with teacher engagement and communication are found to be key elements to success in independent research projects overall.

scholarly journals Schools of all backgrounds can do physics research – on the accessibility and equity of the Physics Research in School Environments (PRiSE) approach to independent research projects

2021 ◽  
Vol 4 (2) ◽  
pp. 189-208 ◽  
Author(s):  
Martin O. Archer
Keyword(s):  
School Engagement ◽  
Particle Physics ◽  
Teacher Engagement ◽  
Research Projects ◽  
Independent Research ◽  
School Environments ◽  
School Students ◽  
Qualitative Feedback ◽  
Science School ◽  
Systematic Biases

Abstract. Societal biases are a major issue in school students' access to and interaction with science. School engagement programmes in science from universities, like independent research projects, which could try and tackle these problems are, however, often inequitable. We evaluate these concerns applied to one such programme, Physics Research in School Environments (PRiSE), which features projects in space science, astronomy, and particle physics. Comparing the schools involved with PRiSE to those of other similar schemes and UK national statistics, we find that PRiSE has engaged a much more diverse set of schools with significantly more disadvantaged groups than is typical. While drop-off occurs within the protracted programme, we find no evidence of systematic biases present. The majority of schools that complete projects return for multiple years with the programme, with this repeated buy-in from schools again being unpatterned by typical societal inequalities. Therefore, a school's ability to succeed in independent research projects appears independent of background within the PRiSE framework. Qualitative feedback from teachers shows that the diversity and equity of the programme, which they attribute to the level of support offered through PRiSE's framework, is valued, and they have highlighted further ways of making the projects potentially even more accessible. Researcher involvement, uncommon in many other programmes, along with teacher engagement and communication are found to be key elements to success in independent research projects overall.

The tension of elite vs . massified higher education systems: how prospective students perceive public and private universities in Kenya

2009 ◽  
Author(s):  
Moses Oketch
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Private Universities ◽  
University Education ◽  
Snowball Sampling ◽  
Prospective Students ◽  
School Students ◽  
Public And Private ◽  
Random Samples ◽  
Acceptable Quality

This article examines how recent changes, leading to a diversified supply in Kenya's university education system, is reflected in prospective students' aspirations, perceptions and preferences to undertake university education. The results, based on a combination of a convenience and snowball sampling of settings, within which random samples of final year high school students were selected, reveal that aspiration to undertake university education is high among all social groups, and that state universities are preferred by a majority of the students in spite of the rapid growth in the number of private universities of acceptable quality. By examining the aspirations of students and college choice, the paper engages the debates around elite vs . massified higher education in Kenya's context.

scholarly journals Argument for Tenure in the American Higher Education

2020 ◽  
Vol 2 (1) ◽  
pp. 62-65
Author(s):  
Majed s Allehaibi
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Research Projects ◽  
Academic Institutions ◽  
Advantages And Disadvantages ◽  
American Higher Education ◽  
Social Sanctions ◽  
Research Findings

The article presents the arguments concerning tenure in academic institutions. Proponents of tenure argue that it protects professors from social sanctions such as criticism by political or religious powers outside campus that may disagree with the professor’s research findings and thus might pressure the institution to fire him or her. Opponents of tenure argue that the security that comes with tenure allows professors to become incompetent and slothful. After assessing the advantages and disadvantages of tenure, this article concludes that tenure could be an incentive attracting competent faculty members and allowing them to embark on long-term, risky research projects.

scholarly journals Choice of Professional and Educational Route in High School Students with Disabilities: University Education in the Context of Motivation and Needs

2018 ◽  
Vol 23 (2) ◽  
pp. 42-49 ◽  
Author(s):  
V.Z. Kantor ◽  
A.P. Antropov ◽  
T.G. Gdalina
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Students With Disabilities ◽  
University Education ◽  
Motor Impairments ◽  
School Students ◽  
Special Equipment ◽  
Persons With Disabilities ◽  
The University ◽  
Senior Students

The article presents the results of a questionnaire survey in the context of the idea of continuity of school and university education of persons with disabilities. 90 senior students with visual, hearing and motor impairments were the respondents of the survey. The purpose of the survey was to study the motives, preferences and needs of school graduates among disabled people, which determine the choice of their vocational and educational route. The survey reveals features of motivation for professional choice of various categories of enrollees with disabilities and its informational support; assesses the level of these enrollees needs in helping by career counselors; identifies the preferred forms of higher education by persons with disabilities; characterizes the needs of people with disabilities in special equipment and services in obtaining higher education, as well as in adaptation of educational programs in the university. The resulting practical-oriented conclusions concern both purpose and content of the work with disabled enrollees from among school graduates as well as approaches to the organization of higher education for persons with disabilities.

scholarly journals Evaluating training and development in UK universities: staff perceptions

2014 ◽  
Vol 38 (6) ◽  
pp. 553-569 ◽  
Author(s):  
Fiona Robson ◽  
Sharon Mavin
Keyword(s):  
Higher Education ◽  
Design Stage ◽  
Line Managers ◽  
Diverse Range ◽  
Evaluation Data ◽  
Content Type ◽  
Job Roles ◽  
Learning Evaluation ◽  
Additional Support ◽  
Uk Higher Education

Purpose – This paper aims to analyse individual experiences of learning evaluation in UK Higher Education Institutions (HEIs) and identify areas for improvement as part of an HEFCE LGM funded project. Design/methodology/approach – Eight focus groups were included in two universities with staff in similar roles. After transcription, the data were analysed using template analysis to identify and compare key themes from across both universities. Findings – The context of UK higher education is clearly important due to the diverse job roles and on-going sectoral changes. Three key themes emerged; first was a lack of clarity from the learners on learning evaluation. The second key theme centres on the format, method and timing of capturing evaluation data and the perception that a “one size fits all” approach is not appropriate. The third finding suggests that line managers do not currently fulfil their critical roles in the process. Research limitations/implications – Small number of research participants and a focus on two universities. In addition, participants were relying on their memories of past evaluation experiences. Practical implications – Ensuring learners understand reasons for evaluating their learning is important. HEIs should utilise a more diverse range of tools at the design stage to collect evaluation data. All stakeholder roles need to be clarified, and line managers require additional support. Originality/value – First, we address a gap in the existing sector-specific literature identified by Burgoyne et al. (2009) who contend that there is a lack of research in this area. Second, we contribute to the development of research in the journal by analysing evaluation from the perspective of the participants, and third, we offer recommendations for practice.

scholarly journals Principles of Sustaining Partnerships between Higher Education and their Larger Communities: Perspectives from Engineering Faculty Engaged in Learning through Service

2014 ◽  
pp. 48-63
Author(s):  
Bowa George Tucker ◽  
David O Kazmer ◽  
Angela R Bielefeldt ◽  
Kurt Paterson ◽  
Olga Pierrakos ◽  
...  
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Direct Interaction ◽  
Faculty Members ◽  
Community Partners ◽  
Diverse Range ◽  
Engineering Faculty ◽  
Project Outcomes ◽  
Cultural Intermediaries

With the increased focus on community engagement in higher education, engineering faculty members are using Learning through Service (LTS) as a viable way of providing a platform for interactive participatory student learning and involvement in the community. By engaging students to learn in the community, the creation of knowledge shifts from the classroom to the community. This paper explores how LTS engineering practitioners from a diverse range of institutions use LTS to engage community partners in the co-creation of knowledge. Twenty-seven interviews were conducted with these faculty members to identify best practices for mutually beneficial partnership with the communities they serve. Analysis of the interview transcripts reveals six guiding principles of effective and sustainable community partnerships: 1) understand the needs of the community, 2) seek community feedback through direct interaction, 3) engage community partners from an asset-based viewpoint, 4) use cultural intermediaries in international LTS efforts, 5) deliver useful projects, and 6) sustain long-term relationships to improve project outcomes.

scholarly journals Teachers’ Pay for Performance in the Long-Run: The Dynamic Pattern of Treatment Effects on Students’ Educational and Labour Market Outcomes in Adulthood

2020 ◽  
Vol 87 (5) ◽  
pp. 2322-2355
Author(s):  
Victor Lavy
Keyword(s):  
High School ◽  
High School Students ◽  
Pay For Performance ◽  
University Education ◽  
School Students ◽  
High Stakes ◽  
Market Outcomes ◽  
Long Run ◽  
High School Outcomes

Abstract This article examines the dynamic effects of a teachers’ pay for performance experiment on long-term outcomes at adulthood. The program led to a gradual increase in university education of the treated high school students, reaching an increase of 0.25 years of schooling by age 28–30. The effects on employment and earnings were initially negative, coinciding with a higher rate of enrolment in university, but became positive and significant with time. These gains are largely mediated by the positive effect of the program on several high school outcomes, including quantitative and qualitative gains in the high-stakes matriculation exams.

Sign in / Sign up

Export Citation Format

Share Document