A TIME for Freshman Physics in Missouri

密苏里州新生物理课的时光

• 批准号: 0928924
• 负责人: Meera Chandrasekhar
• 金额: $ 500万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0928924&HistoricalAwards=false
• 关键词: TIME; Freshman; Physics; Missouri

The Academy for Teachers using Inquiry and Modeling Experiences for Freshman Physics in Missouri (A TIME for Freshman Physics in Missouri) is a Partnership among the University of Missouri-Columbia (MU), as the lead institution, and seven core Partner school districts including Columbia Public Schools, North Kansas City, Center, Hazelwood, Kirkwood, Chillicothe, and Hickman Mills, as well as eMINTS--Missouri Virtual Instructional Program. Supporting Partners are Lincoln University, William Woods University, MU Partnership for Educational Renewal, MU Saturday Science and Cosmic Conversations Lecture Series, Missouri Virtual School, Central Missouri Astronomical Association, Columbia Water and Light, Science Teachers of Missouri, and the Heart of Missouri Regional Professional Development Center.This Partnership creates eighty Teacher Leaders from participating Missouri school districts. These Teacher Leaders deliver a yearlong physics course to ninth grade students. Through ten weeks in summer academies over three years and academic year follow-up experiences Teacher Leaders deepen their physics content knowledge and develop individualized leadership skills to assist other teachers of freshman physics in providing all ninth grade students with an inquiry and modeling based physics experience. Both university faculty and the Teacher Leaders develop an expanded range of pedagogical and leadership skills that they share with others, as they serve as resources and catalysts for reform in science education at the secondary and post-secondary institutional levels.In addition to the science teachers involved in the summer physics academies, selected teachers of mathematics from the same schools participate in a concurrent weeklong academy, and school administrators attend a three-day academy, in order to provide additional support for teachers and students as they engage in freshman physics. A curriculum team, including some of the Teacher Leaders, adapts the professional development curriculum used for teachers for use with ninth grade students by means of the educative curriculum materials (ECM) model. Special education teachers are involved in the curriculum repurposing, as well as becoming some of the Teacher Leaders, to infuse principles of Universal Design for Learning (UDL) to ensure the curriculum meets the needs of diverse learners. A series of formative assessment tasks to enable teachers to identify student misconceptions are identified, developed and embedded within the freshman physics curriculum lessons.A substantive academic year component including coaches or mentors and an online feature assists teachers. Additional teacher supports include the formation of professional learning communities for small-group teamwork, electronic resources such as pod-casts of reading pages and videos of lab setups, online mentoring, kits and equipment access. Video access to MU lecture series in physics and in astronomy, which addresses cutting-edge research and is geared to non-experts is also available. In addition to generating evidence of the impact of this endeavor, the project implements a research design to answer two important questions: 1) In a teacher intellectual leadership project, can enhancement of pedagogical practice, student content acquisition and teacher leadership growth through participation in an online learning community achieve results comparable to sustained classroom coaching support? And 2) Does implementation of Freshman Physics through the project curriculum yield more positive results in student achievement in mathematics and science than a more traditional educational sequencing of science?This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).

教师学院使用查询和建模经验为新生物理在密苏里州（一个时间为新生物理在密苏里州）是密苏里-哥伦比亚大学（MU）之间的伙伴关系，作为牵头机构，和七个核心合作伙伴学区，包括哥伦比亚公立学校，北堪萨斯城，中心，哈泽尔伍德，柯克伍德，奇利科西，和希克曼米尔斯，以及eMINTS-密苏里州虚拟教学计划。 支持合作伙伴是林肯大学，威廉伍兹大学，密苏里大学教育复兴伙伴关系，密苏里大学星期六科学和宇宙对话系列讲座，密苏里虚拟学校，密苏里州中部天文协会，哥伦比亚水和光，密苏里州科学教师，密苏里州地区专业发展中心的心脏。这些教师领导人提供为期一年的物理课程，九年级的学生。 通过十周的暑期学院超过三年和学年的后续经验，教师领导者加深他们的物理内容的知识和发展个性化的领导技能，以协助大一物理的其他教师提供所有九年级学生的调查和建模为基础的物理经验。 大学教师和教师领导者都发展了一系列广泛的教学和领导技能，他们与他人分享，因为他们是中学和中学后机构科学教育改革的资源和催化剂。除了参加夏季物理学院的科学教师外，从同一学校选出的数学教师也参加了为期一周的学院，和学校管理人员参加为期三天的学院，以便为教师和学生提供额外的支持，因为他们从事大一物理。一个课程小组，包括一些教师领导人，通过教育课程材料（ECM）模式，调整教师专业发展课程，供九年级学生使用。特殊教育教师参与课程的重新定位，并成为一些教师领导者，注入通用学习设计（UDL）的原则，以确保课程满足不同学习者的需求。在大一物理课程教学中，教师通过一系列的形成性评估任务来识别学生的错误概念，并将其嵌入到课程中。一个实质性的学年组件包括教练或导师和在线功能来帮助教师。 其他教师支持包括为小组合作建立专业学习社区、电子资源，如阅读页面的播客和实验室设置的视频、在线指导、工具包和设备访问。 视频访问MU讲座系列在物理学和天文学，其中涉及尖端的研究，并面向非专家也可用。除了产生这种奋进的影响的证据，该项目实施了一项研究设计，以回答两个重要的问题：1）在教师智力领导力项目，可以通过参与在线学习社区的教学实践，学生内容的获取和教师领导力的增长增强取得的成果可与持续的课堂辅导支持？2）通过项目课程实施大一物理是否比传统的科学教育顺序在学生的数学和科学成绩方面产生更积极的结果？该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。