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written by Michael J. Ross, Ben Van Dusen, Samson Sherman, and Valerie K. Otero
The need for highly qualified physics teachers in the U.S. is well established, and reform efforts are underway to develop novel and innovative teacher professional development experiences to improve the quality of K-12 physics education. Streamline to Mastery is an NSF-funded, learner-centered professional development program that seeks to capitalize on teachers' knowledge and experience to move physics teachers toward mastery in their fields. Teacher participants in this teacher-driven program choose their own goals and areas of growth. One of these areas has been the development and implementation of inquiry-oriented curriculum, as well as the adaptation of traditional lessons toward a greater inquiry orientation. Results indicate that teachers' conceptions of inquiry teaching and learning have become more expert-like as they have engaged in teacher participant-driven experiences in the pursuit of greater understanding and more effective classroom practice.
Physics Education Research Conference 2011
Part of the PER Conference series
Omaha, Nebraska: August 3-4, 2011
Volume 1413, Pages 327-330
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Inquiry Learning
- Professional Development
- Teacher Preparation
= Research
Education - Basic Research
- Teacher Characteristics
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
- Administrators
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.3680061
Access Rights:
Free access and
Available for purchase
A preprint of the work is available. A hard copy of the PERC 2011 proceedings is available for purchase from the AIP.
Restriction:
© 2011 American Institute of Physics
DOI:
10.1063/1.3680061
NSF Number:
0934921
PACS:
01.40.jh
Keywords:
Inquiry, PERC 2011, Teacher Conceptions, Teacher Preparation
Record Cloner:
Metadata instance created April 26, 2012 by Lyle Barbato
Record Updated:
May 15, 2012 by Vince Kuo
Last Update
when Cataloged:
February 6, 2012
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
M. Ross, B. Van Dusen, S. Sherman, and V. Otero, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11879&DocID=2726).
AJP/PRST-PER
M. Ross, B. Van Dusen, S. Sherman, and V. Otero, Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11879&DocID=2726>.
APA Format
Ross, M., Van Dusen, B., Sherman, S., & Otero, V. (2011, August 3-4). Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry. Paper presented at Physics Education Research Conference 2011, Omaha, Nebraska. Retrieved April 21, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11879&DocID=2726
Chicago Format
Ross, M, B. Van Dusen, S. Sherman, and V. Otero. "Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry." Paper presented at the Physics Education Research Conference 2011, Omaha, Nebraska, August 3-4, 2011. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11879&DocID=2726 (accessed 21 April 2014).
MLA Format
Ross, Michael, Ben Van Dusen, Samson Sherman, and Valerie Otero. "Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry." Physics Education Research Conference 2011. Omaha, Nebraska: 2011. 327-330 Vol. 1413 of PER Conference. 21 Apr. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11879&DocID=2726>.
BibTeX Export Format
@inproceedings{ Author = "Michael Ross and Ben Van Dusen and Samson Sherman and Valerie Otero", Title = {Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry}, BookTitle = {Physics Education Research Conference 2011}, Pages = {327-330}, Address = {Omaha, Nebraska}, Series = {PER Conference}, Volume = {1413}, Month = {August 3-4}, Year = {2011} }
Refer Export Format

%A Michael Ross
%A Ben Van Dusen
%A Samson Sherman
%A Valerie Otero
%T Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry
%S PER Conference
%V 1413
%D August 3-4 2011
%P 327-330
%C Omaha, Nebraska
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11879&DocID=2726
%O Physics Education Research Conference 2011
%O August 3-4
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Ross, Michael
%A Van Dusen, Ben
%A Sherman, Samson
%A Otero, Valerie
%D August 3-4 2011
%T Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry
%B Physics Education Research Conference 2011
%C Omaha, Nebraska
%V 1413
%P 327-330
%S PER Conference
%8 August 3-4
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11879&DocID=2726


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Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry:


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