The Study
This study is based on the first-hand experience and observations by Gail Richmond, assistant professor of science education at Michigan State University, who along with a high school science teacher designed and taught a new integrated science program to first-year high school students. In her analysis, Richmond differentiates between team teaching in high school and the university, describes the different cultures of the two learning arenas and identifies issues that have significant implications for changes brought about through university/school partnerships.

The Findings
University/school partnerships can be very powerful if participants are willing and able to bridge the culture gap that exists. Team teaching has a different connotation in the two settings. Co-planning and co-teaching, sharing content and pedagogical experiences is typical in K-12 schools; at the university level, different faculty members typically teach their particular specialty in a series of lectures or labs and later contribute questions to the common exam. In the latter case, little interaction takes place between teaching partners. High school students, unlike most college students, do not hesitate to challenge the relevancy of what is being taught, leading to a very different classroom ambiance. Adult discourse differs as well: university researchers tend to be advocates for their own ideas; school people, for the most part, are more willing to consider the ideas of others. Both norms can have a down-side. Teachers view knowledge building in a more complex, holistic way than do researchers.

What It Means to You
Developing university/school partnerships may be a strategy worthy of your consideration. Both schools and universities can benefit from having teachers partner with scientists. Each brings unique contributions and expertise to the collaboration. For the relationship to succeed, however, there must be mutual respect, a common set of goals and a willingness to listen and learn. The worlds of high school teaching and college teaching are quite different; these differences must be recognized and appreciated before the gap between the two cultures can be successfully bridged.

More Information
Consult Richmond, G. , "University/School Partnerships: Bridging the Culture Gap," (1996). Theory Into Practice, Volume 35, Number 3, Summer, pp. 214-218.

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