Leadership Development of Physics Teaching Resource Agents

该资助用于支持美国物理教师协会（AAPT）的一个项目的延续和进一步发展，该项目培养了一支全国性的物理教学资源代理骨干队伍。项目人员将再次招聘课堂实践被评价为示范性和有效性的优秀高中物理教师。随后，这些资源教师将参加一系列研讨会，讨论策略、技术、内容和技术创新，这些都已经过AAPT的测试和验证。参与者还将发展为美国各自地区的同事举办自己的讲习班的技能。亚太技术援助小组将为本地工作坊提供后续支援，提供人力资源、有限的资金和材料，以及借出实验室设备和电脑。预计约有100名物理资源教师将参加讲习班，每名教师将接触约60名教师。因此，讲习班最终可能影响约6 000名教师。1985年，100名教师参加了该方案，到1986年3月15日，已经举办了203个讲习班，涉及3,370名参加者，并计划在当年春季举办更多讲习班。计划召开三次全国物理资源教师会议。参加其中两次会议将得到美国国家科学基金会的支持，而参加第三次会议将由AAPT项目人员积极寻求外部来源的支持。参与者在第一年取得了相当有效的外部支持，这些努力将继续得到促进。预计这个项目可以自给自足。

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.