Research/Experience
RESEARCH
MTPTAn13. Performance at Regional Physics Competition
(Tim Burgess...McGill-Toolen, Mobile AL)
MTACT12.pdf Higher ACT Scores as Physics First Implemented
(Tim Burgess, Kerry Goff, Rebecca Hyre....McGill-Toolen, Mobile AL)
MTAPEn12.pdf Higher AP Enrollment & Performance
(Tim Burgess, Kerry Goff, Rebecca Hyre....McGill-Toolen, Mobile AL)
MTAPBio11.pdf AP Biology Students with Physics 9 Learn More
(Tim Burgess & Kerry Goff, McGill-Toolen of Mobile, AL)
MTChem10.pdf Chemistry Students with Physics 9 Learn More
(Tim Burgess, McGill-Toolen of Mobile, AL)
LHSRes10.pdf Freshman Physics Higher CAT & FCI
(Craig Bouma, Loyola HS of Los Angeles. Active Physics)
MTRes09.pdf McGill-Toolen freshman learn more Physics
(Tim Burgess. Modeling Instruction)
LHSRes08.pdf Freshman Physics Higher in CA Assessments
(Craig Bouma, Loyola HS of Los Angeles. Active Physics)
PFMaine.pdf Freshman students in Maine learn more Physics
(M. O’Brien & J. Thompson, TPT. Modeling Instruction)
GoodmanDiss.pdf AP Science enrollment & performance (Exec Sum)
(J. Goodman, Dissertation defended and accepted Rutgers Univ)
Briarwood08.pdf Increased interest & performance in science
(Barry Walker, Briarwood Christian School in Alabama)
RHSRes07.pdf Increases in AP Science Enrollment
(Ridley HS near Philadelphia. Modeling Instruction)
MountzD_06.pdf Increased enrollment in elective advanced sciences
(D. Mountz, Dissertation for Immaculata University)
LHReport.htm Improved Regents & AP Physics Scores
(Larry Hiller, New York. Modeling Instruction)
PFPubMath04.pdf Math Score Improvement (public)
(JoAnne Deakin, Arizona. Modeling Instruction)
PFPrtMath04.pdf Math Score Improvement (private)
(Howard Glasser, Germantown Friends School. Hewitt text)
Physics1stKS.pdf Physics Freshman Exceed Seniors
(Earl Legleiter, Kansas. Modeling Instruction)
PFSMReas.pdf Improved Science & Math Reasoning
(Anita Schuchardt, Kathy Malone, et al. Modeling Instruction)
PFAP2007.pdf Improved AP Science performance
(Tim Burgess. Modeling Instruction)
NSTA0308.pdf Data from National Science Teacher Ass. 2008
(Several schools near Boston MA. Hewitt or Active Physics)
Research on educational change always have important caveats:
Numerous measures effectiveness may not capture the particular strength of a program. Science tests may fail to detect deeper comprehension. Tests can fail to recognize skills acquired during genuine science research (one example).
Outstanding faculty will help students succeed even if the academic program is weak or incoherent. Providing a logical, coherent and strong academic sequence may help maximize student achievement and deepen comprehension of science. Nothing can replace high quality & dedicated staff.
A school may also have aims other than instructional effectiveness. Schools may, for example, seek to aclimate students to the college experience rather than maximize learning. A school may focus on developing skills other than the intellectual skills associated with formal academic disciplines.
The ability, work habits, interests and background of students may have an overwhelming impact the gains associated with any program.
Some experience and commentary by noble prize winners, leaders and science educators include:
EXPERIENCE
Clayton HS1_03.pdf Commentary by Rex Rice
Clayton HS2_03.pdf Biology teachers on impact
Clayton HS3_03.pdf Chemistry teachers on impact
Clayton HS99.pdf Physics teacher on impact
PFPostTB.pdf Change and challenge
FPComp05.pdf Comments by teachers using new sequence
COMMENTARY, ANALYSIS, STRATEGIES
PF02088.pdf Recommendations from ARISE Conference 2002
PFRightUp.pdf TPT editorial by Ewald, Hickman & Myers
PTEC-07.pdf PTEC Presentation by Paul Hickman
PhysFirst.pdf American Assn. of Physics Teachers Brochure
HakeJP06.pdf Science educator scholarly analysis
NobelPWLL.pdf Comments by Nobel Prize Winner
PFRice.pdf Comments by leader before change
AAPTPF02.pdf American Assn. of Physics Teachers
JChEdPF.pdf Journal of Chem. Education article
BSCSCap.pdf Biological Sciences Study Committee