Recent PTEC Releases

2013 Colorado Learning Assistant Workshop

Wed, 24 Apr 2013 00:00:00 EST

The Learning Assistant program is an integral part of the PhysTEC project. It is a highly supported peer teaching experience that has been shown to improve students' learning and attitudes toward science in undergraduate lecture classes and recruit talented science and math students into teaching careers.

2014 PhysTEC Conference

Wed, 24 Apr 2013 00:00:00 EST

Quick Tips for Getting Started with Physics Teacher Preparation

Tue, 23 Apr 2013 00:00:00 EST

If you want to boost your department's efforts to prepare physics teachers, here is a list of steps you can take to begin having an impact right away.

Nothing makes sense in physics education except in light of poverty

Fri, 12 Apr 2013 16:44:36 EST

THE PREPARATION OF TEACHERS TAKES PLACE AMID OPPOSING FORCES. THE GREATEST SINGLE PROBLEM IN PUBLIC EDUCATION IS THE ABSENCE OF SUITABLY QUALIFIED TEACHERS, PARTICULARLY IN PHYSICS. YET NATIONAL ATTENTION HAS TURNED TO RAISING THE BAR ON ENTERING THE TEACHING PROFESSION. RESEARCH-BASED KNOWLEDGE ON HOW TO TEACH PARTICULAR PHYSICS TOPICS IS FAR ADVANCED AND REQUIRES TIME AND EFFORT TO ACQUIRE. YET IN MOST STATES THE LABOR MARKET FAVORS TEACHERS WITH CREDENTIALS FOR BROAD FIELD SCIENCE. THE WEAK PERFORMANCE OF US STUDENTS SUGGESTS TEACHERS MUST HAVE ADVANCED CONTENT KNOWLEDGE. YET IN SCHOOLS WITH HIGH CONCENTRATIONS OF POVERTY, SOCIAL AND EMOTIONAL SUPPORT MAY BE MORE IMPORTANT. I WILL DISCUSS HOW THESE OPPOSING FORCES ARE SHAPING THE TEACHER PREPARATION EFFORTS WITH WHICH I AM INVOLVED.

Michael Marder is a member of the Center for Nonlinear Dynamics, internationally known for its experiments on chaos and pattern formation. He specializes in the mechanics of solids, particularly the fracture of brittle materials. He has published a graduate textbook on condensed matter physics which is now in its second edition, and an undergraduate textbook on research methods for science. As Associate Dean for Science and Mathematics Education in the College of Natural Sciences at the University of Texas at Austin, Michael Marder is co-director of UTeach, the University program for preparation of secondary math and science teachers. He is working to introduce inquiry techniques into undergraduate teaching, is local director of the Siemens-Westinghouse Competition region 2 finals, and directs programs aimed at improving science education in Austin elementary schools.
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Task Force Report on Physics Teacher Education

Fri, 12 Apr 2013 00:00:00 EST

Just Publisher: "Transforming the Preparation of Physics Teachers: A Call to Action, A Report by the Task Force on Physics Teacher Education

2013 PhysTEC Conference

Fri, 05 Apr 2013 00:00:00 EST

Post Conference Feature to include web link for presentations

2013 Funded Sites Announced

Wed, 03 Apr 2013 00:00:00 EST

2013 Funded Sites Featured

Where the rubber meets the road

Fri, 29 Mar 2013 10:12:02 EST

As professor of Physics and Education at City College of New York, I routinely work with recent high school graduates as well as with physics teachers in training. I was therefore compelled to spend a year as a full time physics teacher in an inner city public high school. I was empowered with knowledge of Physics Education Research, well-designed curricula shown to be effective, formal teacher education training, countless hours in high school classrooms, and cultural roots in New York City. Within one day I knew I was overmatched. In this presentation, I will share some of the challenges I encountered and some of what I learned about what works in this environment.

Richard Steinberg is Professor in the School of Education and the Department of Physics and Program Director of Science Education at City College of New York since 1999. He received a Ph.D. in applied physics and a secondary teaching certificate from the Teacher Preparation Program from Yale University. For more than 20 years his scholarship has been on research and development of physics / science education, innovative instruction, teacher education, and outreach to local schools. He has published dozens of books, refereed articles, and curricula and has received funding from the National Science Foundation, the Fund for the Improvement of Postsecondary Education, the National Academy of Education, and the Eisenhower Higher Education Professional Development Program. Topics have ranged from elementary school science to quantum mechanics; from curriculum development to teacher education. He is a former Spencer Postdoctoral Fellow and CCNY Teacher of the Year. During sabbatical in 2007-08, he was a full time science teacher in a public high school in New York City.