Leadership Development of Physics Teaching Resource Agents

这笔赠款为美国物理教师协会(AAPT)的一项计划的继续和进一步发展提供支持，该计划培养了一支全国性的物理教学资源代理干部队伍。项目工作人员将再次招聘课堂实践被评为模范和有效的优秀高中物理教师。随后，这些资源教师将参加一系列关于战略、技术、内容和技术创新的讲习班，这些讲习班已经经过AAPT的测试和验证。学员还将培养在美国自己地区为同事举办自己的讲习班的技能。AAPT将利用资源人员、有限的资金和材料以及实验室设备和计算机的出借，为当地讲习班提供后续支助。预计将有大约100名物理资源教师参加讲习班，每个教师与大约60名教师接触。因此，讲习班最终可能影响大约6,000名教师。1985年，100名教师参加了该方案，到1986年3月15日，已举办了203个讲习班，有3370人参加，并计划在当年春季举办更多的讲习班。计划召开三次全国物理资源教师会议。出席其中两次会议将得到国家科学基金会的支持，而参加第三次会议的AAPT项目工作人员将积极寻求外部来源的支持。参与者在第一年获得外部支持方面卓有成效，这些努力将继续得到促进。预计这项计划可以自给自足。

This grant provides support for continuation and further development of a program of the American Association of Physics Teachers (AAPT) which developed a nationwide cadre of Physics Teaching Resource Agents. Project staff will again recruit outstanding high school physics teachers whose classroom practice has been judged to be exemplary and effective. Subsequently, these resource teachers will participate in a series of workshops dealing with strategy, techniques, content, and technological innovation which have been tested and validated by the AAPT. The participants will also develop skills in conducting their own workshops for colleagues in their own regions of the United States. The AAPT will provide follow-up support for the local workshops with resource personnel, limited amounts of funding and materials, and the loan of laboratory equipment and computers. It is anticipated that approximately 100 physics resource teachers will participate in the workshops, each reaching out to approximately 60 more teachers. Thus, the workshop may ultimately influence approximately 6,000 teachers. In 1985, 100 teachers participated in the program and by March 15, 1986, 203 workshops involving 3,370 participants had been conducted with additional workshops planned for the spring of that year. Three national meetings of the Physics Resource Teachers are planned. Attendance at two of these meetings will be supported by the National Science Foundation while support to attend the third meeting will energetically be sought by AAPT project staff from external sources. Participants have been quite effective in their first year in acquiring external support, and these efforts will continue to be promoted. It is anticipated that this program can become self-sustaining.