Characterizing Noyce Scholars Physics

Classrooms Using RTO PJoseph L. Zawicki, Kathleen Falconer, Dan

MacIsaac, Catherine Lange, Griffin Harmon

SUNYBuffalo State

Noyce Scholars at SUNY Buffalo State

2004

NSF Noyce Scholars at SUNY Buffalo State - Phase 1

2011

NSF Noyce Scholars at SUNY Buffalo State - Phase 2

…scholarships for juniors and seniors who are majoring in STEM and stipends for STEM  professionals seeking to become teachers. Scholarship and stipend recipients are selected on the basis of academic merit, with consideration given to financial need and the diversity of participants in the program…

Study Methodology – Spring 2015

Selected Noyce physics scholars were observed using the RTOP

Each scholar was observed several times

The resulting scores (& sub-scores) and inter-rate reliabilities were calculated

This data is a sub-set of a larger study of Noyce Scholars at Buffalo State

The Physics Numbers

40 Phase 126 Phase 2

15 Physi

cs

4 in NYS

Reformed Teacher Observation Protocol (RTOP)

…is an observation instrument developed to provide a standardized means for detecting the degree to which K-20 classroom instruction in mathematics or science is reformed.

Lesson narratives and observer notes are compiled; each subscore is based on observer rankings of five aspects of instruction…

6) The lesson involved fundamental concepts of the subject.

Never Occurred Very Descriptive

0 1 2 3 4

Reformed Teacher Observation Protocol (RTOP)

Protocol subscores include:

Lesson Design & Implementation

Content - Propositional Knowledge

Content - Procedural Knowledge

Classroom Culture - Communicative Interactions

Classroom Culture - Student/Teacher Relationships

RTOP – Observation Items

Alt Cert Program• Prepares candidates for Transitional NYS B Certification

• Requires 45 Credit Hours

• Includes three core reformed courses:

PHY 510 PROCESS SKILLS IN PHYSICS TEACHING (6)Use of inquiry-based teaching techniques to develop concepts central to the New York State physics core curriculum. Use of mathematical analysis, scientific inquiry, and engineering design to pose questions, seek answers, and develop strategies to achieve these goals in the physics classroom with adolescent learners.

PHY 620 POWERFUL IDEAS AND QUANTITATIVE MODELING: FORCE, MOTION, AND ENERGY (6)Designed for practicing or future high school physics teachers. Activities and laboratory experiences develop ideas in force, motion, and energy. Exemplary pedagogical techniques are modeled and examined.

PHY 622 POWERFUL IDEAS AND QUANTITATIVE MODELING: ELECTRICITY AND MAGNETISM (6)Designed for high school physics teachers. Activities and laboratory experiences develop ideas in electricity and magnetism. Exemplary pedagogical techniques are modeled and examined.

Factor Analysis (SPSS)

(Even with a low “n”, our factor analysis closely paralleled that found by Piburn, et.al.)

Factor Analysis (SPSS)

III -

Less

on D

esig

n & Im

plem

enta

tion

IV -

Cont

ent -

Pro

posit

iona

l Kno

wledg

e

IV -

Cont

ent -

Pro

cedu

ral K

nowledg

e

V - C

lass

room

Cul

ture

- Co

mm

unicat

ive

Inte

ract

ions

V - C

lass

room

Cul

ture

- St

uden

t/Tea

cher

Relat

ions

hips

0.02.04.06.08.0

10.012.014.016.018.020.0

Teacher 1

Teacher 2

Teacher 3

Average Subsection Scores - Physics Teachers 1, 2 & 3

Findings• The subscore with the highest ratings was Content –

Propositional Knowledge

• The subscores with the lowest rankings were Lesson Design & Implementation and Content – Procedural Knowledge. (Supporting the conclusion that these aspects of reformed teaching are more difficult for novice (traditional) teachers.)

• Reformed teachers scored more highly on the Classroom Culture (Communicative Interactions and Student/Teacher Relationships) than did the non-reformed teacher in this study.

Conclusions

• Two of three teachers were reformed

• The content knowledge was good

• The pedagogical content knowledge varied substantially among the teachers

• All three teachers did have students talking at various levels and to various extents

The slides will be available at

http://physicsed.buffalostate.edu

For additional information please contact:

zawickjl@buffalostate.edu