Master Teachers

Pedagogical content knowledge and preparation of high school physics teachers

written by Eugenia Etkina

This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science
Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of
physics, knowledge of pedagogy, and knowledge of how to teach physics pedagogical content knowledge--

The Teacher-in-Residence Program and SPIN-UP

written by Steve Iona

Steve Iona of the University of Denver addresses the question, "The Teacher in Residence (TiR) can influence future teachers; the TiR can influence students who might consider becoming future teachers; but can the TiR influence a physics department to be more interested in preparing future teachers?"

College Ready in Mathematics and Physics

written by Gay Stewart and Bernard Madison

The mission of the College Ready Mathematics and Physics Partnership, a 7M dollar NSF MSP program lead by the University of Arkansas, is to enhance mathematics and physics learning for all students in its partner districts and teacher-preparation programs in partner institutions, closing achievement gaps, and preparing students for success in mathematics, science, and teaching careers. This will be achieved by building learning communities of 7-12 teachers and college faculty that foster and nurture smooth access to, productive disposition toward, and preparation for success in college.

Effects of Teacher Professional Development on Gains in Student Achievement

published by the Council of Chief State School Officers

The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs.

TIR'S and Teacher Preparation: The What, When, Why and How!

written by David Buck-Moyer and Nancy Stauch

The need to recruit, train, and retain well-prepared science teachers has never been higher. This presentation explores how a Teacher in Residence (TIR) program can enhance and improve a teacher education program. TIR's are experienced local science teachers, brought on to a university campus to address teacher preparation. The presentation covers the roles TIRs can play in; methods courses, supervision of student teachers, liaison with the college of education and local schools, formation and guidance of a teacher advisory group, and the development of innovative courses to draw in new science teachers. Finally the presentation examines how a program like this can work at particular schools and how programs can be sustained at the university level.

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