Foundational Physics for Middle Level Science Teachers
Overview
In order to improve teacher quality in Virginia, the College of Education and Human Development and the Physics Department at George Mason University in collaboration with Alexandria City, Arlington County, Fairfax County, and Manassas City Public Schools prepare and train eighth grade physical science teachers, ninth or tenth grade Active Physics teachers, and middle/high school special education science teachers using a proven research-based physical science teacher education program. Teachers for all these physical science subjects are in short supply in Virginia and most teachers entering the profession are under-qualified with little teacher preparation and/or content preparation. This project is designed to increase students' achievement in science by increasing new and under-prepared teachers' content area knowledge in physical science and physics concepts aligned with Virginia's Standards of Learning (2003); increasing teachers' knowledge of research-based teaching strategies in a manner consistent with Virginia's Standards of Learning; increasing the teachers' knowledge of strategies for addressing the needs of special education, minority, and ESOL students that are in the high-need school divisions in this project; and supporting teachers via mentoring from role models thoroughly trained in effective pedagogy for the teaching of physical science and introductory physics concepts. Recruitment information for Foundational Physics for Middle Level Science Teachers can be found online.
Goals and Objectives
- Increase student achievement in science among students with and without classified disabilities,
- Increase new and under-prepared teachers' knowledge of Modeling Physics Instruction, a proven research-based teaching strategy in a manner consistent with Virginia's Standards of Learning (2003) via workshop training and support from role models,
- Increase teachers' knowledge of proven research-based strategies for addressing the needs of students with classified disabilities along with minority and ESOL students,
- Increase teachers' subject matter knowledge in physical science and physics concepts aligned with Virginia's Standards of Learning, and
- Expand teacher background and proficiency with materials and technology used by students participating in lab exercises, used to demonstrate physical phenomena and used to engage student inquiry and interest
Program
Seventeen teachers from five public school divisions (Fairfax County Public Schools, Prince William County Public Schools, Fauquier County Public Schools, Arlington County Public Schools, and Manassas City Public Schools) and one private school (Flint Hill School) enrolled in the program. In addition, the two course instructors are teachers from one of the school divisions.
The program involved 2 days of optional pre workshop computer training (June 28 and 29, 2007) and 13 days of formal workshop training (July 2 - July 20, 2007). Two follow-up sessions were held during the school year (February 9, 2008 and April 5, 2008). The workshops provided instruction and hands-on experiences in physical science and physics concepts aligned with Virginia's Standards of Learning, the Modeling Method as a proven research-driven approach to the design of curriculum and instruction, and adapting instruction to meet the needs of under-represented groups.
Outcomes
Based on external evaluation, the extent to which the project met its five goals are as follows. The project:
- Significantly increased new and under-prepared teachers' knowledge of Modeling Physics Instruction via workshop training and support from role models,
- Significantly increased teachers' knowledge of proven research-based strategies for addressing the needs of students with classified disabilities along with minority and ESOL students,
- Significantly increased teachers' subject matter knowledge in physical science and physics concepts aligned with Virginia's Standards of Learning, and
- Significantly increased teachers' background and proficiency with materials and technology used by students participating in lab exercises, used to demonstrate physical phenomena and used to engage student inquiry and interest.
Funded by the State Council of Higher Education for Virginia (SCHEV)