A TIME for Freshman Physics in Missouri

密苏里州使用探究和建模经验进行新生物理教学的教师学院(A Time For First Physics In MisSouri)是密苏里大学哥伦比亚分校(MU)作为牵头机构，与七个核心合作学区(包括哥伦比亚公立学校、北堪萨斯城、中心、黑泽尔伍德、柯克伍德、奇利科特和希克曼·米尔斯)以及eMINTS-密苏里州虚拟教学计划的合作伙伴。支持合作伙伴包括林肯大学、威廉·伍兹大学、密歇根州立大学教育更新伙伴关系、密苏里州星期六科学和宇宙对话系列讲座、密苏里州虚拟学校、密苏里州中央天文协会、哥伦比亚水与光、密苏里州科学教师和密苏里州区域专业发展中心。该伙伴关系从密苏里州参与的学区培养了80名教师领袖。这些教师带头人为九年级的学生提供为期一年的物理课程。通过为期三年的暑期班十周和学年跟踪体验，教师领导加深了他们的物理内容知识，并发展了个性化的领导技能，以帮助其他新生物理教师为所有九年级学生提供基于探究和建模的物理体验。大学教师和教师领导都发展了他们与他人分享的更广泛的教学和领导技能，因为他们是中学和高等教育机构层面科学教育改革的资源和催化剂。除了暑期物理学院的科学教师外，来自相同学校的精选数学教师参加一个同时为期一周的学院，学校管理人员参加一个为期三天的学院，以便为教师和学生参与新生物理提供额外的支持。一个课程团队，包括一些教师领导，通过教育课程材料(ECM)模式，调整供教师使用的专业发展课程，以供九年级学生使用。特殊教育教师参与课程的重新调整，并成为一些教师的领导者，向学生灌输通用学习设计(UDL)的原则，以确保课程满足不同学习者的需求。一系列形成性评估任务使教师能够识别学生的错误概念，并被识别、开发并嵌入到新生物理课程课程中。一个实质性的学年组成部分，包括教练或导师和一个在线专题，帮助教师。其他教师支持包括为小组合作组成专业学习社区、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。也可以通过视频访问MU在物理学和天文学方面的系列讲座，这些讲座针对尖端研究，面向非专家。除了产生这一努力影响的证据外，该项目还实施了一项研究设计，以回答两个重要问题：1)在教师智力领导力项目中，通过参与在线学习社区来加强教学实践、学生内容获取和教师领导力成长能否取得与持续课堂辅导支持相媲美的结果？2)通过项目课程实施新生物理是否比更传统的科学教育排序在学生的数学和科学成就方面产生了更积极的结果？该奖项是根据2009年美国复苏和再投资法案(公共法律111-5)资助的。

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).