A TIME for Freshman Physics in Missouri

密苏里州新生物理探究和建模经验教师学院（密苏里州新生物理时间）是密苏里大学哥伦比亚分校（MU）作为领导机构与七个核心合作学区之间的合作伙伴关系，包括哥伦比亚公立学校，北堪萨斯城，中心，Hazelwood, Kirkwood， Chillicothe和Hickman Mills，以及emts -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，MU教育更新伙伴关系，MU周六科学与宇宙对话系列讲座，密苏里州虚拟学校，密苏里州中部天文协会，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的心脏。这个伙伴关系从参与的密苏里学区中创造了80名教师领袖。这些教师领导为九年级学生提供为期一年的物理课程。通过为期三年的为期十周的暑期学院学习和学年的后续体验，教师领导们加深了他们的物理知识，培养了个性化的领导技能，以协助其他新生物理老师为所有九年级学生提供基于探究和建模的物理体验。大学教师和教师领袖都培养了广泛的教学和领导技能，并与他人分享，因为他们是中学和大专院校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，从同一所学校选出的数学教师还参加了为期一周的并行学院，学校管理人员参加了为期三天的学院，以便在教师和学生参加新生物理课程时提供额外的支持。一个课程团队，包括一些教师领导，通过教育课程材料（ECM）模型，将教师使用的专业发展课程改编为九年级学生使用的课程。特殊教育教师参与了课程的重新定位，并成为一些教师领袖，以灌输学习通用设计（UDL）的原则，以确保课程满足不同学习者的需求。一系列的形成性评估任务，使教师能够识别学生的误解被识别、发展和嵌入在新生物理课程课程中。一个实质性的学年组成部分，包括教练或导师和在线功能，协助教师。教师的其他支持包括为小组合作建立专业学习社区，提供电子资源，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。此外，该网站还提供MU物理学和天文学系列讲座的视频，这些讲座涉及前沿研究，面向非专家。除了产生这种努力的影响的证据之外，该项目实施了一个研究设计来回答两个重要问题：1)在教师智力领导项目中，通过参与在线学习社区来增强教学实践、学生内容获取和教师领导力的成长，是否能取得与持续的课堂辅导支持相当的结果？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对学生在数学和科学方面的成绩产生更积极的结果？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。

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).