final-program-12-23-14-3

eceived at least 188 hours of professional development involvement
this past year (70 h, summer; 70 h, grade-level meetings; 48 to 96 h,
common formative assessment (CFA) analyses; plus staff classroom
visits and voluntary attendance at professional society meetings). We
expect to see changes in teacher practice as a result. This presentation
explains our attempt to quantify changes in teacher practice by using
student common formative assessments, RTOP, and other self-assessments
to quantify changes in teachers and teaching practice.
*This work supported in part by grants from the Ohio Department of Education
C1457-OSCI-09-49 (2008-2009), C1667-MSP-10-410 (2009-2010), EDU01-
0000006141 (2010-2011), EDU01-0000007902 (2011-2012), GRT00029161
(2012-2013), ODE-MSP-10673 (2013-2014), and EDU01-0000013704 (2014-15).
EG05: 4:50-5 p.m. Adapting Modeling Workshops for the
Distance Learner
Contributed – M. Colleen Megowan-Romanowicz, American Modeling
Teachers Association, 2164 E Ellis Dr., Tempe, AZ 85282; colleen@
modelinginstruction.org
For 25 years Modeling Workshops have reached high school physics
teachers nationwide with 90-hour summer professional development
experiences targeted at helping them optimize their effectiveness in
designing and managing the learning environment in their physics
classroom. Demand has risen in recent years for an online version
of the Modeling Workshop that will provide teachers who cannot
manage the travel to a workshop location with sufficient grounding
in Modeling Theory and practice to successfully deploy it in their
physics classrooms. Modeling Instruction is discourse-intensive and
student-centered. It relies heavily on small group work and whole
group sense-making discussion. To what extent can this be reproduced
in an online setting This presentation will report on what we
learned from two pilot distance learning Modeling Workshops offered
on different distance learning platforms; what we learned, and where
we will go from here.
EG06: 5-5:10 p.m. Elementary Teacher Candidate’s Personal
Interest in Physics
Contributed – Wendy K. Adams, University of Northern Colorado,
Department of Physics and Astronomy, Greeley, CO 80639; wendy.
adams@unco.edu
The literature shows that pre-service elementary teachers have lower
personal interest than most, if not all, other populations that have
been evaluated with the CLASS instrument. This is very concerning
for the future students of these teacher candidates. It is also a plausible
contributor to the lack of personal interest in high school students
and women since elementary teachers are predominantly female. In
this talk I will present several years of data for pre-service elementary
teachers at the University of Northern Colorado collected from two
different courses which provides data for students in their freshmansophomore
year and again in their junior/senior years. The courses
are Physical Science Concepts and Principles of Scientific Practices, a
capstone course. Pre-post data will also be presented showing significant
increases in personal interest of students in the capstone course
which was taught using research-based practices.
EG07: 5:10-5:20 p.m. Internships in High School STEM
Academies for Undergraduate Physics Majors
January 3–6, 2015
EG08:
Contributed – Stacey L. Carpenter, University of California, Santa Barbara,
645 Riverstone Ln., Apt. 138 Oak Park, CA 91377; scarpenter@
education.ucsb.edu
Danielle B. Harlow, University of California, Santa Barbara
To address the need to recruit more physics and engineering majors
into teaching, a scholarship program was created at the University of
California, Santa Barbara. In this program, undergraduates majoring
in the physical sciences or engineering have an opportunity to
“intern” in local physical science and engineering classrooms. These
internships take place in the unique classroom contexts of STEMfocused
academies within traditional public K-12 schools where
interns are able to observe and interact with exceptional teachers. One
of these academies is a project-based engineering academy with an integrated
physics, visual arts/design, and engineering curriculum. The
other academy includes separate courses in physics and engineering
that focus on environmental issues. We are investigating how these
different contexts contribute to the preparation of prospective physics
teachers. Findings on the development of interns’ ideas about effective
physics and engineering teaching will be presented.
5:20-5:30 p.m. Preparing Future Physics Teachers at the
University of Wisconsin-La Crosse
Contributed – Jennifer L. Docktor, University of Wisconsin-La Crosse,
3809 Cliffside Drive #6, La Crosse, WI 54601; jdocktor@uwlax.edu
Gubbi Sudhakaran, University of Wisconsin-La Crosse
The University of Wisconsin-La Crosse (UW-L) Physics Department
is nationally recognized as a thriving undergraduate physics program,
and routinely ranks among the top producers of physics majors
among bachelor’s-only granting institutions. Recently, UW-L was
selected as a targeted site by the Physics Teacher Education Coalition
(PhysTEC) and has made focused efforts to increase the number
of students pursuing careers in physics teaching. Effective practices
identified include: establishing a “point person” within the physics
department to advise and mentor teacher candidates and collaborate
with the School of Education, fostering a departmental culture which
values teaching, providing undergraduates with early experiences, and
building a community of secondary education teacher candidates.
This talk will include a description of these practices and additional
changes which have been made to further improve pre-service physics
teacher education at UW-L.
EH01:
Session EH: Research Experiences
for Teachers (RET)
Location: Spinnaker 1-2
Sponsor: Committee on Teacher Preparation
Co-Sponsor: Committee on Physics in High Schools
Date: Monday, January 5
Time: 3:30–4:40 p.m.
Presider: John Stewart
3:30-4 p.m. Incorporating Summer Research Experience
into the STEM Teacher Preparation Pathway
Invited – John M. Keller, Cal Poly San Luis Obispo, 1 Grand Ave., San
Luis Obispo, CA 93407; jmkeller@calpoly.edu
Brian L. Paavo, Cal Poly San Luis Obispo
Since 2007, the California State University STEM Teacher and
Researcher Program (STAR) has provided 425 paid summer research
internships at national laboratory and campus facilities for 332
pre-service and early career science and mathematics teachers. Over
nine weeks, STAR Fellows engage in mentored research projects and
participate in weekly half-day workshops integrating their research
experience into future classroom practice. At an annual Closing
Conference, Fellows present research posters and related lesson plans
aligned with the Common Core State Standards and Next Generation
Science Standards. The program is open to pre-service teachers
affiliated with any CSU campus or Noyce Scholar Program across
the country. Partner lab sites include over 20 research facilities run
by NASA, NOAA, NSF, DOE, and DOD, along with several CSU
campuses and non-profit research organizations. This collaborative
endeavor involving eight 100Kin10 organizations provides a powerful
model for the development of “teacher-researchers” as an innovation
in teacher preparation.
EH02:
4-4:30 p.m. QuarkNet: 15 Years of Teachers Contributing
to International Research
Invited – Thomas Jordan, Physics Department, 225 Nieuwland Science
Hall, Notre Dame, IN 46556; jordant@fnal.gov
QuarkNet* is a collaboration of physicists and physics teachers that
has worked since 1999 to introduce particle physics to high school
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Monday afternoon