Sample records for physics teacher editor

  1. Research on U.S. physics teacher education

    NASA Astrophysics Data System (ADS)

    Meltzer, David E.

    2014-03-01

    College and university physics departments have long been the primary source of physics-specific education received by the nation's high school physics teachers, who now number nearly 30,000. Since the 1880s, U.S. physicists have set out specific expectations and recommendations for the education of physics teachers, and various methods and programs have been utilized to prepare these teachers. However, relatively little research has been done regarding the effectiveness of the various instructional methods. Only rarely have there been investigations of links between physics teacher education programs, and the learning outcomes of students taught by teachers who were educated in those programs. The available evidence suggests that physics teacher education programs that utilize materials and methods developed and validated through physics education research (PER) have been particularly effective in preparing well-qualified teachers. I will give an up-to-date review of the research in this area, and discuss relevant details of the investigation recently reported by the APS/AAPT/AIP Task Force on Teacher Education in Physics (T-TEP) [D. Meltzer, M. Plisch, and S. Vokos, editors, Transforming the Preparation of Physics Teachers: A Call to Action (APS, College Park, 2012)].

  2. Nutrition, Exercise, and Sleep: Physiological Considerations in the Classroom for Alternative Certification Teachers. Editor's Perspective Article

    ERIC Educational Resources Information Center

    Evans, Brian R.

    2012-01-01

    Proper nutrition, adequate amounts of physical activity, and sufficient amounts of sleep are three important variables for healthy children. Alternative certification teachers quickly enter the classroom at the beginning of their programs and may encounter disengaged students who lack the energy needed for quality learning and achievement.…

  3. A Learning, Working Environment.

    ERIC Educational Resources Information Center

    Hanlon, Heather

    1979-01-01

    The author describes physical conditions in the classroom--light, sound, color and touch, and space--that the educator can alter to improve human comfort and thus make the classroom a more pleasurable, effective place for both teacher and student. (Editor)

  4. Three Questions Can Change Your Labs for the Better

    NASA Astrophysics Data System (ADS)

    Blanton, Patricia

    2009-04-01

    Editor's note: This description gives those new to inquiry-style pedagogy an example as to how a typical introductory physics lab can be adapted for inquiry. I have never been able to find the author of this piece but share it here because it was posted to a listserv to be shared with physics teachers. If you are the author or know who wrote this, please let me know and I'll disclose it to our readers. My intent in publishing this is twofold: 1) to give beginning teachers an inquiry example, and 2) to encourage teachers to find an online community to share ideas and learn from experienced practitioners.

  5. Experiences of a high-school physics textbook author

    NASA Astrophysics Data System (ADS)

    Zitzewitz, Paul W.

    2004-05-01

    For the past twenty years I have been involved writing a widely used high school physics textbook. I will discuss my experiences with the many forces that shape such a book, including state requirements, the publisher, editors, free-lance writers, reviewers, high school teachers, and students. Attempts to incorporate the results of physics education research and the changing role of technology in the production process will also be discussed.

  6. Learning Cycle Model of a Science Lesson

    NASA Astrophysics Data System (ADS)

    Jim, Jim; Nelson, Jane

    2006-09-01

    Editor's note: One of the goals of AAPT is to provide support and encouragement to those new to teaching physics by sharing ideas that experienced physics teachers have found helpful. I hope you will look to this column throughout the year to find help with lesson planning, ideas for classroom management, and opportunities for professional growth. This month's contributing authors, Jane and Jim Nelson, are award-winning physics teachers with years of experience in the classroom, conducting PTRA workshops, and serving as leaders for local, state, and national AAPT organizations. Their contributions to physics teaching are much too numerous to list here, but their joy in sharing ideas with you is typical of the support you will find from AAPT.

  7. Comment

    NASA Astrophysics Data System (ADS)

    2001-01-01

    Physics...fun? 'Physics is Fun' - it's a book, a course, a summer school... Physics, with a reputation for hard maths, nonsensical equations and crazy teachers living with a permanent bad hair day, yes, PHYSICS IS FUN! Maybe if we say it often enough our students will believe us. PHYSICS IS FUN! Keep saying it, and try to believe it. But we are scientists, and we have to look at the evidence and acknowledge the truth: when most people recall the fun times they had at school-how many think about their physics classes? Try asking them. Let's face it - although our students enjoy our exciting demonstrations, the well-structured development of concepts in our classes, and the cooperative and supportive atmosphere of our classrooms and laboratories, even when they find that their physics teachers are the most kind, considerate and approachable of people, even then, when we've done all we can to make physics pleasant, fun and exciting, our students have to fathom out physics... and that can be hard! 'Physics isn't fun in the trivial sense, it's hard work: but you get a fantastic sense of achievement when you make progress.' This is my counsel to most young people who come to discuss whether or not to opt for physics. We try our best to make the material accessible and interesting, but at the end of the day, struggling with something that intially you can't do, but eventually you can do, is part of developing in physics. But what about the teachers? November's meeting of physics teachers from across Europe, Physics on Stage, featured many of the best innovations in physics teaching from the 22 countries which sent delegations (see News). It is probably no surprise, but we need to take note that the most popular stands, talks and lectures were the ones which were most fun. And there is lots of fun to be had doing physics. Whether it is toys, music, poetry, or simply talking about the symmetry in particle physics-the most popular stands, workshops and lectures were those where teachers could enjoy the fun in physics again. Even physics teachers are human! It is so easy to get bogged down in the drudge of everyday teaching and forget the students, let alone ourselves. But if you think back to the good teachers you had at school - weren't they the ones who were enjoying themselves, and maybe not perfectly organized. There has to be a moment at which a good teacher says 'I'm going to do this, because I want to... it's fun physics!' No other justification is needed. Our new look for 2001 So here is the first issue of the new-look Physics Education - and we sincerely hope that you enjoy it. The Editorial Board and the publishing team have been working hard for the past few months to keep the best of the old format, but to make a fresher, more user-friendly publication. As incoming Editor I must acknowledge the excellent work done by Ken Dobson and Jill Membrey, the outgoing team. It is a tough act to follow, but a challenge I am privileged to undertake. As a physics teacher I know how difficult it can be to stay inspired and up-to-date, so as Editor of Physics Education I want to support your professional development as much as possible. Starting with support for student teachers (see Starting Out), through to teachers in charge of equipment and budgets (see Technical Trimmings and Reviews): we want to share good practice. Finally, let's laugh at ourselves-don't miss Signing Off: a humorous look at physics teaching. I've really enjoyed working on this new format, and I hope that you enjoy the read. Please give us lots of feedback and send in your own contributions. I'm very pleased that our first issue has two special features: to me they represent the potential and the purpose of physics education. Sport is an exciting growth area of science in which increasing numbers of students want to understand the basic laws of motion and the application of sophisticated technology; and communicating physics - well that's not just fun, it's fundamental. EditorDr Kerry Parker

  8. In memory of Vitaly Lazarevich Ginzburg(4 October 1916 - 8 November 2009)

    NASA Astrophysics Data System (ADS)

    2009-12-01

    The Editorial Board of the journal "Uspekhi Fizicheskikh Nauk" ["Physics-Uspekhi"] deeply regrets to announce that VITALY LAZAREVICH GINZBURG, a hugely important scientist and outstanding Russian citizen, a teacher and educator, Editor-in-Chief of our journal, passed away on 8 November 2009.

  9. EDITORIAL: A word from the new Editor-in-Chief A word from the new Editor-in-Chief

    NASA Astrophysics Data System (ADS)

    Mostowski, Jan

    2011-01-01

    TIn the autumn of 2010 I became the Editor-in Chief of European Journal of Physics (EJP). EJP is a place for teachers, instructors and professors to exchange their views on teaching physics at university level and share their experience. It is general opinion that no good research is possible without connection with good, high-quality teaching, at the university level in particular. Therefore excellence in physics teaching is important to the physics community. European Journal of Physics is proud of its contribution to achieving this goal. As Editor-in-Chief, I will continue to work to this general objective of the journal. We will publish articles on specific topics in physics, stressing originality of presentation and suitability for use in students'laboratories, lectures and physics teaching in general. We will also publish more pedagogical papers presenting the achievements of particular teaching methods. In addition, we will continue to publish special sections on particular areas of physics, as well as the annual special section on physics competitions. European Journal of Physics is in good shape. Due to the work of the previous editors and the publisher, the readership is high and growing steadily, and many excellent papers are being submitted and published. I hope that this positive trend for the journal will continue, and I will do my best to keep to this high standard. A few words about myself. I work in the Institute of Physics in Warsaw, Poland. My main research interests are in theoretical quantum optics and I have published about 80 research papers on this topic. For many years I was involved in teaching physics at university and in high school. I am a co-author of a textbook on physics for high-school students and of a problem book in quantum mechanics. For the last ten years, I have been involved in the International Physics Olympiad and over the last few years I have been a member of the Editorial Board of European Journal of Physics.

  10. Oersted Medal Lecture, January 6, 2015: AAPT, TPT, and Me

    NASA Astrophysics Data System (ADS)

    Mamola, Karl C.

    2016-01-01

    AAPT established The Physics Teacher more than 50 years ago as a magazine for high school teachers. Over the decades, the publication has evolved in a number of important ways, and I was privileged to play a part in that evolution. I will describe some of the important preparation I received for that role and share some of the insights I gained during my 13 years as editor. I'll outline the history of The Physics Teacher, leading to its eventually becoming a peer-reviewed journal serving a very broad audience. I will also discuss TPT's role in the physics teaching community and the important positive influence it has had on the evolution of AAPT. I'll conclude with some observations and conclusions drawn from my more than 40 years of teaching experience.

  11. Unique voices in harmony: Call-and-response to address race and physics teaching

    NASA Astrophysics Data System (ADS)

    Cochran, Geraldine L.; White, Gary D.

    2017-09-01

    In the February 2016 issue of The Physics Teacher, we announced a call for papers on race and physics teaching. The response was muted at first, but has now grown to a respectable chorale-sized volume. As the manuscripts began to come in and the review process progressed, Geraldine Cochran graciously agreed to come on board as co-editor for this remarkable collection of papers, to be published throughout the fall of 2017 in TPT. Upon reviewing the original call and the responses from the physics community, the parallels between generating this collection and the grand call-and-response tradition became compelling. What follows is a conversation constructed by the co-editors that is intended to introduce the reader to the swell of voices that responded to the original call. The authors would like to thank Pam Aycock for providing many useful contributions to this editorial.

  12. Editor and Section Editor's Perspective Article: A Look at the Danielson Framework for Teacher Evaluation

    ERIC Educational Resources Information Center

    Evans, Brian R.; Wills, Fran; Moretti, Megan

    2015-01-01

    In this age of teacher accountability, school districts are increasingly interested in using the best possible methods in evaluating their teachers. This interest impacts new alternative certification teachers, as well as traditional teachers. An increasingly popular assessment is the Danielson Framework, which is a set of 22 components of…

  13. Special Issue Busing. NCRIEEO Newsletter, Volume 3, Number 2, May 1972.

    ERIC Educational Resources Information Center

    Gordon, Edmund W., Ed.

    Contents of this issue of the NCRIEEO Newsletter include the following articles: (1) "Editor's commentary: background to the issue," by Edmund Gordon, which puts busing into perspective as an important educational resource--like physical facilities, instructional materials, and teachers--to be used to achieve educational and social…

  14. NEWS: Post-16 update

    NASA Astrophysics Data System (ADS)

    Campbell, Peter

    2000-07-01

    post16.gif As a teacher of physics it is very easy to become preoccupied with particulars of courses, or topics or even single concepts. Concerned with imminent student audiences and desired learning outcomes, the daily challenge is to summon satisfactory teaching approaches and resources for the job at hand. For the conscientious teacher, assessment outcomes may too often seem a judgment on our own efforts rather than those of our students. From time to time we may step back and think bigger, for example while planning a recruitment event, or while away from work on holiday. We may be successful locally. But why, at a time when books and television documentaries popularizing science have a large following, has physics education been facing declining numbers? Many recognize that physics has an essential contribution to make to the training of science or engineering specialists, but we know that it is also important for the skilled worker, the informed citizen and, in fact, for anyone trying to make sense of the world. So what are the best ways forward for post-16 physics? To make any impact on the bigger picture requires organization, thinking and meeting time among people in diverse roles: teachers and curriculum managers; university lecturers; employers and professional bodies; unitary awarding bodies; regulatory and funding agencies; and even Government. For the past few years, the Institute of Physics post-16 Initiative has created an unrivalled opportunity to address the wider issues. Its Shaping the Future booklets series was designed to stimulate informed discussion and debate, by providing background information and analysis. Taken together, the booklets should help all those concerned with physics education to understand where we are now, and why. Literally dozens of people have contributed to a review and analysis of physics education. Each booklet is a 48-page smorgasbord in A4 landscape format, containing many examples of good practice, basic but sometimes hard-to-come-by information, insightful and occasionally witty comment and illustration. The fifth booklet, published in April this year, rounds off the series so far. For those who have not yet seen them, here are the questions that the booklets have explored: Making Physics Connect (editor: Peter Campbell). How can physics courses connect better with the learner and with other human activities and areas of knowledge? Physics in Mathematical Mood (editor: Simon Carson). How can we teach physics in an appropriately mathematical way, conveying the beauty and power of mathematical reasoning to students? Physics in Vocational Courses (editor: Ken Gadd). In the new National Qualifications Framework, what role should physics play in the `general vocational' and `vocational' pathways? The Study of Matter (editor: Claire Davis). What aspects of a wide and interdisciplinary subject should be included in courses at advanced level, and how can these best be taught? Revitalising Physics Education (editor: Andrew Morris). What can we learn from histories of physics and of education, or from curriculum development projects of the last thirty years? What can be said about teaching and learning physics beyond qualifications, or learned from international developments in physics education? These booklets should find their way into every physics department in the UK. They will be of immediate practical use in schools or colleges, informing teaching while also providing stimulus material for discussion among physics teachers. (The latter would rightly be called in-service training.) Student teachers will find them a good guide covering new terrain. Lecturers at higher education level will gain valuable insight into changes affecting their undergraduate intake. And the physics advisory committee of every Awarding Body will surely want to discuss issues raised in the booklets. The main message overall is that, to meet tomorrow's challenges, the many parties involved in physics education must work together for common goals. In the coming year I hope that the Institute of Physics itself will organize discussion meetings among participants representing a full cross section of interests. The Institute of course already works closely with other associations speaking for science and for science education; inasmuch as they explore issues affecting science education broadly, the booklets may present new opportunities for cooperation. Last but not least, it is important that we influence government bodies regulating and funding education. Copies of the booklets can be downloaded as PDF files from the Web at post16.iop.org/shaping/ or purchased (at £5.50 per title, or £22 for all five titles, including p&p) from Ingrid Ebeyer at the Institute (ingrid.ebeyer@iop.org).

  15. Arguing for Computer-Based Composition Instruction.

    ERIC Educational Resources Information Center

    Larsen, Richard B.

    The English teaching profession must accept the fact that the new paradigm for composition involves microcomputers and word processors, and as such calls for a somewhat different set of skills on the part of both students and teachers. The "text editor" can lessen the effects of some physical and psychological constraints on students,…

  16. LETTER TO THE EDITOR: Response to March Editorial

    NASA Astrophysics Data System (ADS)

    Campbell, Peter

    2000-05-01

    Most of what Bob Kibble wrote in `The how of physics' (2000 Phys. Educ. 35 79) is both true and important. How we teach physics makes a profound difference to student learning and to progression in physics-related subjects. This is why it has played a big part in designing the Advancing Physics publications. These include a printed Course Guide and, on the CD, chapter-by-chapter Teacher Guides together with Teaching Note `pop-up's which accompany every teaching resource. The Course Guide includes an overview of teaching and learning Advancing Physics; for example, encouraging student initiative and groupwork, recommending variety in tasks and approaches. The Teacher Guide and Teaching Notes then go into detail about what might work and what does not. Suggestions are made about how to introduce topics and how to choose between resources as you plan your lessons. Specific practical information and guidance is provided to help teachers with experiments and software. Several times during this past year, teachers in Advancing Physics pilot schools and colleges have met locally, face-to-face. They also have access to an e-mail list where they can ask questions and exchange ideas to make their teaching more effective. Similar support will be available to teachers starting the course in September 2000. When it is fully operational, the AP website will allow teachers to post their suggestions for routes through the course, suggest amendments to existing resources and submit new resources which they have created. Text, images and software will be exchanged. We hope that this network of mutual support will contribute to a sense of both the excitement and the social nature of physics. And I agree with Bob: physics teachers need space and time to join in networks where they can share their classroom experiences.

  17. English Teachers, Angels & Poverty: Writing on English Curriculum and Pedagogy (Reflections on Editing "English in Australia").

    ERIC Educational Resources Information Center

    Doecke, Brenton

    2002-01-01

    Explores the cultural politics of writing about English curriculum and pedagogy, focusing on the author's role as the editor of this journal. Describes his role as editor as one of providing a discursive space in which English teachers and literacy educators can begin to write about their work. (SG)

  18. Gender and physics: a sociological approach

    NASA Astrophysics Data System (ADS)

    Mendick, Heather

    2016-09-01

    In this paper, I take a sociological approach to understanding the under-representation of gender and physics. I argue that gender is something we do not something that we are. Thus, every aspect of our behaviour, including our engagement (or not) with physics becomes part of our performance of gender. I then use a brief historical analysis and an example from popular culture to show how physics is culturally aligned with masculinity. The impact is that the subject feels more ‘natural’ for men than for women. I end with some of the implications of this for those who want to make physics more accessible to girls and women. (EDITORS NOTE: This paper was given at the Improving Gender Balance (IGB) conference in Cambridge, UK, in March 2015, organised by the Institute of Physics. This conference was for schools and their supporters who were part of the IGB strand of the Stimulating Physics Network, funded by the Department for Education. It aimed to summarise some of the sociological perspectives on girls and physics for the benefit of the teachers attending the conference. We feel that it may be a useful summary for those teachers of physics who are unfamiliar with sociological approaches to gender and the classroom.)

  19. Sam, Brookhaven, and the Physical Review

    NASA Astrophysics Data System (ADS)

    Blume, Martin

    2010-03-01

    Sam Goudsmit came to Brookhaven National Laboratory in 1948, just after the first year of operation of the new institution, and after a year of his postwar appointment as Professor of Physics at Northwestern University. He was named an associate editor of the Physical Review at that time, under the then Managing Editor John T. Tate of the University of Minnesota. Tate had been Editor since 1926, and had presided over the growth of Physical Review to leadership of publication in the world of physics. Tate died in 1950, and after a search under an interim Editor Sam was, in 1951, named Managing Editor. In 1952 he became Chair of the Brookhaven Physics Department, founded Physical Review Letters, and served as department chair until 1960, when he stepped down but remained an Associate Chair. I will discuss my own interactions with Sam during this later period, when I learned of his many faceted talents and accomplishments.

  20. Australian Teachers' Careers. Teachers in Society.

    ERIC Educational Resources Information Center

    Maclean, Rupert, Ed.; McKenzie, Phillip, Ed.

    This book focuses on career patterns and promotion of Australian school teachers. Following an introduction by the editors, the book is divided into 4 parts: Part 1, entitled "Understanding Teachers' Careers" includes 2 chapters: (l) "Teachers' Careers: A Conceptual Framework" (Rupert Maclean); and (2) "Teachers' Work: A…

  1. Australia: A New Technical Teacher College

    ERIC Educational Resources Information Center

    Senior, R. L.

    1969-01-01

    A new technical teacher college will open its doors in Hawthorn, Victoria, in January 1970. R.L. Senior, Inspector of Technical Schools, describes the development of technical teacher training in the State. (Editor)

  2. Language Teacher Research in the Middle East

    ERIC Educational Resources Information Center

    Coombe, Christine, Ed.; Barlow, Lisa, Ed.

    2007-01-01

    An openness to new ways of teaching and learning is vital for growth among English language teachers, teacher educators, teachers in training, and students. This volume in the Language Teacher Research Series (Thomas S. C. Farrell, series editor) shares the studies and reflections of teacher researchers working in Middle Eastern countries with…

  3. Language Teacher Research in the Americas

    ERIC Educational Resources Information Center

    McGarrell, Hedy M., Ed.

    2007-01-01

    This volume in the Language Teacher Research Series (Thomas S. C. Farrell, series editor) presents research conducted by language teachers at all levels, from high school English teachers to English language teacher educators, reflecting on their practices. The countries represented in this book are Brazil, Canada, Colombia, Costa Rica, Ecuador,…

  4. Competency-Based Student-Teacher Supervision

    ERIC Educational Resources Information Center

    Spanjer, R. Allan

    1975-01-01

    This author contends that student-teacher supervision cannot be done effectively in traditional ways. He discusses five myths of supervision and explains a program developed at Portland (Ore.) State University that puts the emphasis where it should be--on the supervising teacher. (Editor)

  5. The Great Depression and Elementary School Teachers as Reported in "Grade Teacher" Magazine

    ERIC Educational Resources Information Center

    Field, Sherry L.; Bellows, Elizabeth

    2012-01-01

    This study focuses on elementary school teachers during the Great Depression and the role that they played to sustain everyday school activity. The authors draw evidence primarily from the pages of "Grade Teacher" magazine, through teachers' letters written to its editor, Florence Hale, and her responses to them. Opportunities to study…

  6. Letters to the Editor

    NASA Astrophysics Data System (ADS)

    1991-12-01

    Radon variations D J Noble Plockton High School, Ross shire IV52 8TU, UK Environmental physics A T Jackson Belfast Institute of Further and Higher Education On mnemonic schemes A T Bardócz Teacher Training College, Szombathely, Hungary Regarding mnemonic devices for Maxwell's relations A H Kalantar Department of Chemistry, University of Alberta, Edmonton, Canada TG6 2G2 On an analogy for Ohm's law H S Fricker Bradford Grammar School Further reflections D Hinson `Brenig', Town Hill, Llanrwst, Gwynedd LL26 0NF, UK Moving charges W Jarvis 6 Peggy''s Mill Road, Edinburgh EH4 6JY, UK More on the distance travelled A Tan Department of Physics, Alabama A&M University, USA

  7. International Problems in the Teaching of English.

    ERIC Educational Resources Information Center

    Wilson, Lionel

    1979-01-01

    The president of the Australian Association for the Teaching of English and the editor of "English Quarterly" discuss "officialese" in public documents, teacher/parent relations, and the training of teachers. (RL)

  8. Benefit of the Doubt. Reader Reflections

    ERIC Educational Resources Information Center

    Mathematics Teacher, 2016

    2016-01-01

    The editors of Mathematics Teacher appreciate the interest of readers and value the views of those who write in with comments. The editors ask that name and affiliation including email address be provided at the end of their letters. This September 2016 Reader Reflections, provides reader comments on the following articles: (1) "Innocent…

  9. Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators

    ERIC Educational Resources Information Center

    Nutta, Joyce W., Ed.; Mokhtari, Kouider, Ed.; Strebel, Carine, Ed.

    2012-01-01

    "Preparing Every Teacher to Reach English Learners" presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The editors outline the key steps involved in this approach--winning faculty support, assessing needs, and developing capacity--and share strategies for avoiding pitfalls. The…

  10. Evaluating Teacher Centers

    ERIC Educational Resources Information Center

    Feiman, Sharon

    1977-01-01

    Considers what teacher centers actually are, what they do, what they are supposed to do, and how they are formed. Discusses three types of centers, their organizational structure and function, and the theory underlying them. (Editor/RK)

  11. A Disability Studies Response to JTE's Themed Issue on Diversity and Disability in Teacher Education

    ERIC Educational Resources Information Center

    Collins, Kathleen M.

    2013-01-01

    In a recent themed issue of "Journal of Teacher Education" ("JTE" 63.4) about issues of disability, diversity, and teacher education, guest editors Marleen Pugach, Linda Blanton, and Lani Florian (2012) invite readers to participate in "honest, difficult, and much needed dialogue across the many diversity constituencies in teacher education" (p.…

  12. Bold Ideas for Improving Teacher Education and Teaching: What We See, Hear, and Think

    ERIC Educational Resources Information Center

    Wang, Jian; Spalding, Elizabeth; Odell, Sandra J.; Klecka, Cari L.; Lin, Emily

    2010-01-01

    The editors of this issue of the "Journal for Teacher Education" invited experienced scholars working in different teacher education fields and research traditions to share their bold ideas drawn from personal understandings of their fields and research. The new editorial team for the "Journal of Teacher Education" has published these scholars'…

  13. The Teacher Trainer: A Practical Journal Mainly for Modern Language Teacher Trainers, 1999.

    ERIC Educational Resources Information Center

    Woodward, Tessa, Ed.

    1999-01-01

    This document includes the following articles: "How To Avoid Being a Fly on the Wall"; "Problem-Solving Strategies for Mentors"; "Support Materials for CEELT Courses: The Pedagogic Potential of Past Papers"; "EFL Teachers Solving Their Own Dilemmas"; "The Editor Talks to the President of TESOL";…

  14. Editor's Perspective Article: Alternative Certification Teachers--Strategies for the Transition to a New Career

    ERIC Educational Resources Information Center

    Evans, Brian R.

    2015-01-01

    New teachers who are prepared to teach through alternative certification pathways may find the transition to a new career stressful and tumultuous. There are techniques that can be used to help make the transition easier on new teachers as they begin their new careers. This article explores several strategies for new teachers, which include…

  15. Lava Lamp

    NASA Astrophysics Data System (ADS)

    Leif, Todd R.

    2008-04-01

    This past semester I brought a Lava Lite® Lamp into my classroom. Why bring such a thing into class? Many of today's students are part of the "retro" movement. They buy clothes from the '60s, they wear their hair like people did in the '60s, and they look for the ideals and themes related to living in the 1960s. Physics education reform is also examining ideas from the "retro" world of science. This was the post-Sputnik era, a time when science was done by actually doing it and not necessarily by lecturing about it. Cliff Swartz, former TPT editor, once mentioned during a presentation at a Texas AAPT meeting, "The world of physics teaching is cyclic, like a swinging pendulum. We as physics teachers jump from `new ideas' back to our old ones, each generation testing what works best for them."

  16. Learning's Professional Reading for Teachers.

    ERIC Educational Resources Information Center

    Ohanian, Susan

    1982-01-01

    A "Learning" magazine editor recommends five books for teachers: (1) "Hunger of Memory" (Richard Rodriguez); (2) "Cushla and Her Books" (Dorothy Butler); (3) "Uncivil Liberties" (Calvin Trillin); (4) "Selected Letters of James Thurber"; and (5) "The Selected Letters of Mark Twain." A…

  17. From scientist to editor

    NASA Astrophysics Data System (ADS)

    Novoselov, Kostya S.; Pulizzi, Fabio

    2018-06-01

    Kostya S. Novoselov, professor of physics at the University of Manchester, UK, has been digging into the details of the life of an editor by asking Fabio Pulizzi, Chief Editor of Nature Nanotechnology, some inside information on his work.

  18. Editor's Corner: The View from Treeline....Personal Observations Regarding Teacher Recruitment, Training, and Retention.

    ERIC Educational Resources Information Center

    Kopriva, Peter

    1989-01-01

    This editorial briefly explores issues in special education focusing on: teacher shortages; use of alternative certification; the need for teaching candidates to have knowledge of teaching strategies, classroom management, course planning, and student evaluation; and the need to offer support and guidance to beginning teachers. (JDD)

  19. Teacher in Space Christa McAuliffe on the KC-135 for zero-G training

    NASA Image and Video Library

    1986-01-08

    S86-25196 (January 1986) --- Sharon Christa McAuliffe, STS-51L citizen observer/payload specialist, gets a preview of microgravity during a special flight aboard NASA?s KC-135 ?zero gravity? aircraft. McAuliffe will represent the Teacher-in-Space Project aboard the space shuttle Challenger when it launches later this month. This photograph was taken by Keith Meyers of the New York Times. EDITOR?S NOTE: The STS-51L crew members lost their lives in the space shuttle Challenger accident moments after launch on Jan. 28, 1986 from the Kennedy Space Center (KSC). Photo credit: NASA

  20. Microbial properties database editor tutorial

    USDA-ARS?s Scientific Manuscript database

    A Microbial Properties Database Editor (MPDBE) has been developed to help consolidate microbialrelevant data to populate a microbial database and support a database editor by which an authorized user can modify physico-microbial properties related to microbial indicators and pathogens. Physical prop...

  1. Preparing the EFL Teacher: A Projection for the '70's.

    ERIC Educational Resources Information Center

    Lugton, Robert C., Ed.

    Following a Foreword and Introduction by the editor, papers in this compilation of studies in the training of teachers for English as a second language are: (1) "Linguistics and the EFL Teacher," by Bruce Fraser; (2) "From Linguistics to Pedagogy: Some Tentative Applications," by William E. Rutherford; (3) "Notes Toward an Applied Rhetoric," by…

  2. How Musical is the Principal; How Educational the Music Teacher?

    ERIC Educational Resources Information Center

    Tatarunis, Alphonse M.; Bessom, Malcolm E.

    1975-01-01

    The principal is probably more musical than he believes. At least that's the premise of the authors who suggest ways the school administrator can evaluate his musicality. They also recommend ways to determine how educational his music teachers are. (Editor)

  3. From "The Speech Teacher" to "Communication Education": Some Reflections.

    ERIC Educational Resources Information Center

    Brown, Kenneth L.

    2002-01-01

    Describes personal reflections on "Communication Education" between 1976 and 1978 under the author's editorship. Discusses reflections under three headings: events and experiences shaping the editor's views of the field of communication education; the transition from "The Speech Teacher" to "Communication Education,"…

  4. Teacher's Counselor

    ERIC Educational Resources Information Center

    Noon, Elizabeth F.

    1976-01-01

    Elsa Bunting, an elementary teacher, and her principal, Don Forrester, got along fine. But then Elsa was injured and was left with a 30 percent hearing disability. Forrester thought she should resign because of her handicap. Presents both points of view and the solution to the problem through proper counseling. (Editor/RK)

  5. Kamide reflects on JGR and the role of editor

    NASA Astrophysics Data System (ADS)

    Woods, Peter

    After serving the space physics community for more than 11 years, Y. Kamide of the Solar-Terrestrial Environment Laboratory at Nagoya University in Toyokawa, Japan, retired as editor of the Journal of Geophysical Research-Space Physics for the Asian/Pacific region. He had been a JGR editor since AGU first opened two editorial offices in Europe and the Asian/Pacific region in 1989. Even as the initial JGR editor in Asia, Kamide was not new to AGU editorial business. Before accepting the JGR position, Kamide served 3 years as the editor in Japan for Geophysical Research Letters.According to Kamide, over the last 5 years, the number of high-quality submissions to JGR in the Asian/Pacific region has increased dramatically, by a factor of 2.5. This increase came mostly from the younger generation of scientists, which bodes well for the future of JGR and space physics in general. Together with the substantial contributions to JGR from the European community, this achievement has been recognized by AGU as proof that JGR is truly an international journal of the highest editorial standards.

  6. EDITORIAL: Is it a bird? Is it a plane...?

    NASA Astrophysics Data System (ADS)

    Dobson, Ken

    1997-11-01

    Honorary Editor Neither. But what exactly is Physics Education? What is its role? Such questions exercised the combined wit and wisdom of the Editorial Board at its recent meeting in October. Some facts. Among the core readership of the journal are teachers of physics in UK secondary schools, nearly all of whom teach A-level physics. Many of these who are not already Institute of Physics members benefit from a reduced subscription via membership of the Institute of Physics Schools and Colleges Affiliation Scheme or the Association for Science Education. But some readers worldwide subscribe at the full annual individual rate. In addition the journal is bought by over a thousand institutions (colleges, universities, schools) - and most of these are abroad, in North America especially. A typical issue shows a broad geographical spread of authors. Less than half of the papers submitted for publication come from the UK, the rest come from our foreign readership, with the USA in the lead. Each issue contains about eleven papers - currently we receive an average of ten articles a month, of which about 60% are ultimately published. This creditable figure hides the fact that 90% of UK submissions are accepted, whilst two thirds of 'foreign' articles are rejected by the referees. Linguistic fluency is significant here, of course. But some are rejected because they are seen as too limited in their appeal to our readers; often there is too much physics and not enough education. These decisions are made by the referees, who are all members of the Editorial Board. The main topic of discussion at the October Board meeting was whether the journal does satisfy the needs of its readership. It was generally agreed that the main question referees and editors should ask themselves is: Will this article/issue help to improve the teaching and learning of physics? We were worried that there is not enough in the journal that teachers can use in their everyday tasks of planning or delivering lessons encourages teachers to evaluate or re-evaluate their approach to teaching physics. But this depends on you, the readers. We can only publish what is written and submitted. Articles need not be 3000 words long. Short, snappy items may indeed be more effective. Tell us (and other readers) what you do when you have a particularly successful lesson. Encourage your students to tell us about a good piece of learning (see Tim Harman's article in the January issue). In this issue the articles by Jon Ogborn and Brian Davies should give us all quite a lot to think about. Pursuing this theme, in 1998 we intend to publish a special issue (November) entitled Physics from the classroom. This will be edited by real schoolteachers! They will welcome contributions. (Also look out for details of the IoP Education Group's Annual Conference (3 - 5 July 1998) on Keeping the stars in their eyes.)

  7. Alternatives to Grading Student Writing.

    ERIC Educational Resources Information Center

    Tchudi, Stephen, Ed.

    The result of an investigation into the grading writing by the National Council of Teachers of English Committee on Alternatives to Grading Student Writing, this collection of essays offers the writing teacher several innovative and interesting options. Following an introduction by the editor (chair of the Committee), in which he delineates the…

  8. Macmillan Encyclopedia of Chemistry (edited by Joseph J. Lagowski)

    NASA Astrophysics Data System (ADS)

    Kauffman, George B.

    1998-11-01

    Macmillan: New York, 1997. Four volumes. Figs., tables. lxxi + 1696 pp. 22.0 x 28.5 cm. $400. ISBN 0-02-897225-2. This latest addition to Macmillan's series of comprehensive core science encyclopedias (previous sets dealt with physics and earth sciences) will be of particular interest to readers of this Journal, for it is edited by longtime Journal of Chemical Education editor Joe Lagowski, assisted by a board of five distinguished associate editors. The attractively priced set offers clear explanations of the phenomena and concepts of chemistry and its materials, whether found in industry, the laboratory, or the natural world. It is intended for a broad spectrum of readers-professionals whose work draws on chemical concepts and knowledge (e.g., material scientists, engineers, health workers, biotechnologists, mathematicians, and computer programmers), science teachers at all levels from kindergarten to high school, high school and college students interested in medicine or the sciences, college and university professors, and laypersons desiring information on practical aspects of chemistry (e.g., household cleaning products, food and food additives, manufactured materials, herbicides, the human body, sweeteners, and animal communication).

  9. Editorial

    NASA Astrophysics Data System (ADS)

    Audoly, Basile; Castañeda, Pedro Ponte; Kuhl, Ellen; Niordson, Christian; Sharma, Pradeep; Gao, Huajian

    2016-02-01

    After 12 years of distinguished service, Kaushik Bhattacharya has decided to step down as co-editor of the Journal of the Mechanics and Physics of Solids. A new editorial team, with Huajian Gao as editor and Basile Audoly, Pedro Ponte Castañeda, Ellen Kuhl, Christian Niordson and Pradeep Sharma as Associate Editors, will take over as of January 1, 2016.

  10. Teaching Together: School/University Collaboration To Improve Social Studies Education. NCSS Bulletin 98.

    ERIC Educational Resources Information Center

    Christenson, Mary, Ed.; Johnston, Marilyn, Ed.; Norris, Jim, Ed.

    This bulletin, a collection of essays, provides preservice, beginning, and experienced social studies teachers with provocative ideas for and a realistic look at the challenges of developing curriculum through collaboration between elementary/secondary teachers and university professors. The book begins with an introductory essay by the editors.…

  11. Examining Material Culture through American Memory.

    ERIC Educational Resources Information Center

    Singleton, Laurel R., Ed.

    2002-01-01

    This publication contains teaching ideas generated by classroom teachers. For grades K-5, newsletter editor Laurel R. Singleton explains how students can explore the quilt as a metaphor used in literature to represent American values and ideals (the lesson is adaptable for all age groups). For grades 5-8, social studies teacher Claire McCaffery…

  12. Classroom Life in the Age of Accountability. Occasional Paper Series 22

    ERIC Educational Resources Information Center

    Boldt, Gail Masuchika, Ed.; Salvio, Paula M., Ed.; Taubman, Peter M., Ed.

    2009-01-01

    Concerned that various reforms promising greater professional autonomy and status as well as student success are actually disempowering teachers, impoverishing intellectual life in schools, and serving as a portal for the marketization of teaching and education, editors invited teachers to respond to the ways in which the proliferation of…

  13. Teacher Learning: New Policies, New Practices. The Series on School Reform.

    ERIC Educational Resources Information Center

    McLaughlin, Milbrey W., Ed.; Oberman, Ida, Ed.

    This collection of articles focuses on the practice and policy of staff development in terms of recent developments in teacher learning. Following an introduction by the editors, the book is divided into five parts. Part 1: New Perspectives on Practice contains three chapters: (1) "Reconceptualizing Teaching: Moving toward the Creation of…

  14. Researching Language Teacher Cognition and Practice: International Case Studies

    ERIC Educational Resources Information Center

    Barnard, Roger, Ed.; Burns, Anne, Ed.

    2012-01-01

    This book presents a novel approach to discussing how to research language teacher cognition and practice. An introductory chapter by the editors and an overview of the research field by Simon Borg precede eight case studies written by new researchers, each of which focuses on one approach to collecting data. These approaches range from…

  15. What Do The Trainees Want? (A Symposium on Training 4)

    ERIC Educational Resources Information Center

    Stock, Arthur

    1971-01-01

    Author summarizes the results of his survey of teachers of adults which attempted to show the relationship between the training involvement of teachers and various other factors. Attitudes to courses, opinions on course content, etc. were polled. The survey showed that the functional aspects of training were of major concern. (Editor/LF)

  16. A Multi-Cultural Women's History Elementary Curriculum Unit.

    ERIC Educational Resources Information Center

    Tomin, Barbara; Burgoa, Carol

    This curriculum unit for elementary students contains five short biographies of American women from different cultural groups. (1) Mary Shadd Cary--teacher, newspaper editor, and lawyer--was a free Black active as an abolitionist, a proponent of black migration to Canada before the Civil War, and a suffragist; (2) Frances Willard--teacher and the…

  17. Mathematics and Science Teaching for New Alternative Certification Teachers. Editor's Perspective Article

    ERIC Educational Resources Information Center

    Evans, Brian R.

    2014-01-01

    Mathematics and science education has increasingly become more important for students in our globally competitive society. New alternative certification teachers, particularly in mathematics and science, need to support student learning in these areas in order for the United States to stay globally competitive. This article presents some ideas…

  18. Understanding Teachers' Writing: Authority in Talk and Texts

    ERIC Educational Resources Information Center

    Whitney, Anne Elrod; Zuidema, Leah A.; Fredricksen, James

    2014-01-01

    In this article, we explore how teachers who make their work public through talk and texts may find their composing complicated by issues of authority. These public composing acts include drafting articles, preparing workshop presentations, authoring op-ed pieces and letters to the editor, developing book manuscripts--creating any of the spoken…

  19. What We Know and Need to Know about Teacher Education and Special Education

    ERIC Educational Resources Information Center

    Spooner, Fred; Algozzine, Bob; Wood, Charles L.; Hicks, S. Christy

    2010-01-01

    Researchers have conducted two prior longitudinal retrospective syntheses of the journal "Teacher Education and Special Education." The present authors' approach is different; they analyze only the content published during their tenure as editors. They define big ideas that they believe are representative of what they published. They found that…

  20. Himie Voxman: His Contributions Music Education

    ERIC Educational Resources Information Center

    Gleason, Bruce

    2012-01-01

    Himie Voxman is a name few instrumental teachers and students of the past fifty years would fail to recognize. His method books and arrangements are in school districts and private studios across the United States, serving as a testimony to his influence as a teacher, scholar, editor and arranger. His life and career as a prominent U.S. music…

  1. Multiple Perspectives on Play in Early Childhood Education. SUNY Series, Early Childhood Education.

    ERIC Educational Resources Information Center

    Saracho, Olivia N., Ed.; Spodek, Bernard, Ed.

    This book provides research in the area of educational play for early childhood teachers and teacher educators. Following an introduction by the editors, the chapters of the book are: (1) "A Historical Overview of Theories of Play" (Olivia Saracho and Bernard Spodek); (2) "Playing with a Theory of Mind" (Angeline Lillard); (3)…

  2. Yes! You Can Build a Web Site.

    ERIC Educational Resources Information Center

    Holzberg, Carol

    2001-01-01

    With specially formatted templates or simple Web page editors, teachers can lay out text and graphics in a work space resembling the interface of a word processor. Several options are presented to help teachers build Web sites. ree templates include Class Homepage Builder, AppliTools: HomePage, MySchoolOnline.com, and BigChalk.com. Web design…

  3. "Convenience Editors" as Legitimate Participants in the Practice of Scientific Editing: An Interview Study

    ERIC Educational Resources Information Center

    Willey, Ian; Tanimoto, Kimie

    2013-01-01

    Native-English-speaking English teachers at universities in EFL contexts are often asked to edit scientific manuscripts written by English as an additional language (EAL) colleagues. However, a lack of familiarity with scientific writing can make such editing tasks burdensome to English teachers. Using Lave and Wenger's (1991) notion of legitimate…

  4. What Research Has to Say about Fluency Instruction

    ERIC Educational Resources Information Center

    Samuels, S. Jay, Ed.; Farstrup, Alan E., Ed.

    2006-01-01

    The editors of "What Research Has to Say about Reading Instruction" present the most recent research on fluency and show how it can be put into practice. A resource for classroom teachers and teacher educators alike, the reader-friendly text offers a range of expert perspectives on the key aspects of fluency such as: (1) history and definitions;…

  5. Forum on Physics and Society Special Recognition

    NASA Astrophysics Data System (ADS)

    Post-Zwicker, Andrew

    2009-05-01

    This year we wish to use the FPS awards session to recognize those individuals who have made special contributions to issues at the interface of physics and society. Twelve years ago, Al Saperstein became the editor of Physics and Society, with Jeff Marque as the news editor. The two have been functioning as co-editors for the past five years. They have conscientiously brought us all a newsletter that informs and challenges. Thanks to the tireless efforts of these two men, the FPS ``newsletter'' is in reality a high-quality quarterly journal that is always thought-provoking and sometimes controversial. The typical issue contains a number of substantive articles, stimulating commentary and letters, informative news and interesting book reviews. The editors have had to exert considerable effort to assemble such interesting material on a range of relevant topics, often laboring with little additional help - and without benefit of a peer review system - to fill out the newsletter. With their retirement, the FPS Executive Committee wishes to express our deep appreciation to each of them for their many years of tireless service. Each year, the Forum on Physics and Society has the privilege of nominating APS members that have made outstanding contributions to the rank of Fellow. This year, we will introduce our newly elected Fellows during this Forum on Physics and Society Awards session.

  6. Technology: A New Era in Education

    ERIC Educational Resources Information Center

    Cunningham, William G.

    1977-01-01

    Teachers and technologists have lived apart, with much doubt on both sides. The author suggests that collaboration, mutual trust, and respect, will usher in a new era for effective education. (Editor)

  7. Teaching "The Pilgrim's Progress"

    ERIC Educational Resources Information Center

    Batson, E. Beatrice

    1973-01-01

    The Pilgrim's Progress, apart from its hortatory religious nature, has imaginative, creative power to command the attention of English teachers at the college level and is discussed in terms of the classroom. (Editor)

  8. The technical editing internship: What makes it work

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Caruthers, C.M.; Caruthers, L.E.; Schmidt, B.J.

    1988-01-01

    The following paper presents the experiences and perceptions of the three main participants of a technical editing internship at Argonne National Laboratory during the summer of 1986. Linda Caruthers, Clifford Caruthers, and Bryan Schmidt/emdash/teacher, supervisor, and intern, respectively/emdash/share what they received as their roles and responsibilities in guiding, managing, and becoming an entry-level technical editor. The following discussions demonstrate how the efforts of three people pursuing different objectives achieve the primary goal of all technical writers and editors: high-quality publications.

  9. Retirement-Age Experience Under Flexible-Age Retirement Plans, 1930-1970

    ERIC Educational Resources Information Center

    King, Francis P.

    1970-01-01

    Describes the retirement practices of a large number of institutions of higher education and examines twelve Teachers Insurance and Annuity Association plans which have flexible-age provisions. (Editor)

  10. Communication in the Special Needs Class

    ERIC Educational Resources Information Center

    Freeman, David

    1975-01-01

    This article stressed the importance of constant constructive communication between parents, teachers and students as a means towards building a relationship of trust, understanding and fulfillment in the special class. (Editor/RK)

  11. ISTP CDF Skeleton Editor

    NASA Technical Reports Server (NTRS)

    Chimiak, Reine; Harris, Bernard; Williams, Phillip

    2013-01-01

    Basic Common Data Format (CDF) tools (e.g., cdfedit) provide no specific support for creating International Solar-Terrestrial Physics/Space Physics Data Facility (ISTP/SPDF) standard files. While it is possible for someone who is familiar with the ISTP/SPDF metadata guidelines to create compliant files using just the basic tools, the process is error-prone and unreasonable for someone without ISTP/SPDF expertise. The key problem is the lack of a tool with specific support for creating files that comply with the ISTP/SPDF guidelines. There are basic CDF tools such as cdfedit and skeletoncdf for creating CDF files, but these have no specific support for creating ISTP/ SPDF compliant files. The SPDF ISTP CDF skeleton editor is a cross-platform, Java-based GUI editor program that allows someone with only a basic understanding of the ISTP/SPDF guidelines to easily create compliant files. The editor is a simple graphical user interface (GUI) application for creating and editing ISTP/SPDF guideline-compliant skeleton CDF files. The SPDF ISTP CDF skeleton editor consists of the following components: A swing-based Java GUI program, JavaHelp-based manual/ tutorial, Image/Icon files, and HTML Web page for distribution. The editor is available as a traditional Java desktop application as well as a Java Network Launching Protocol (JNLP) application. Once started, it functions like a typical Java GUI file editor application for creating/editing application-unique files.

  12. Can We Be Behaviorists and Humanists Too?

    ERIC Educational Resources Information Center

    Dumas, Wayne

    1973-01-01

    Teachers who are frantically dissecting their curriculum materials into strings of behavioral objectives a yard long or who are under pressure to do so will find sensible advice in this article. (Editor)

  13. Helping English Language Learners Succeed in Middle and High Schools. Collaborative Partnerships between ESL and Classroom Teachers Series

    ERIC Educational Resources Information Center

    Pawan, Faridah, Ed.; Sietman, Ginger, Ed.

    2007-01-01

    This volume of Collaborative Partnerships between ESL and Classroom Teachers gives emphasis to collaborative partnerships in the middle and high school levels. Editors Faridah Pawan and Ginger Sietman gather expert authors who present us with models of classroom-based and school-based collaborative partnerships from middle and high schools across…

  14. Equity and Social Justice in Teaching and Teacher Education

    ERIC Educational Resources Information Center

    Kaur, Baljit

    2012-01-01

    This essay presents a review on the theme of equity and social justice in teaching and teacher education based on articles published in TATE since its inception. It is a part of an initiative started by the current editors of TATE to "encourage us all to look backward to deepen our understandings of how earlier research has shaped our current…

  15. How Professional Can You Get?

    ERIC Educational Resources Information Center

    Davies, Bernard

    1977-01-01

    Why are teachers and social workers so often at odds with each other? Is such conflict and suspicion inevitable? Looks at some of the reasons for the poor relations between the two groups. (Editor/RK)

  16. Inside the Primary Classroom.

    ERIC Educational Resources Information Center

    Simon, Brian

    1980-01-01

    Presents some of the findings of the ORACLE research program (Observational Research and Classroom Learning Evaluation), a detailed observational study of teacher-student interaction, teaching styles, and management methods within a sample of primary classrooms. (Editor/SJL)

  17. Philological Papers: Special Issue Devoted to the Teacher in Nineteenth- and Twentieth-Century Literature and Film. Volume 36. Papers Presented at the West Virginia University's Annual Colloquium (13th, Morgantown, West Virginia, September 29-October 1, 1988).

    ERIC Educational Resources Information Center

    Singer, Armand E., Ed.

    1990-01-01

    This volume contains papers read at West Virginia University's Colloquium on "The Teacher in Nineteenth- and Twentieth-Century Literature and Film" including the following 12 articles listed with their authors: "A Second Pair of Eyes: The Editor as Teacher" (Hart L. Wegner); "Don Juan Goes to the Movies" (Armand E.…

  18. Is Children's Programming Improving?

    ERIC Educational Resources Information Center

    Potter, Rosemary Lee

    1979-01-01

    Susan Futterman, a former teacher and early childhood specialist for Action for Children's Television, comments on changing formats for children's programs, as well as on the role of educators in using television as a learning vehicle. (Editor/KC)

  19. Preparing Pre-Service Students to Teach Entrepreneurship and Small Business Management.

    ERIC Educational Resources Information Center

    Husted, Stewart W.

    1983-01-01

    Examines a teacher education course used at Indiana State University that prepares students to teach entrepreneurship and small business management. (Managing Editor, 323 Wirtz, Northern Illinois University, DeKalb, IL 60115) (JOW)

  20. The 1776 Box

    ERIC Educational Resources Information Center

    Dick, Marcia

    1975-01-01

    An eighth grade social studies teacher at the East Brook Junior High School in Paramus, New Jersey, prepared a Bicentennial teaching kit designed to enhance the educational experience of students learning about their state or entire country. (Editor/RK)

  1. Letter to the Editor

    NASA Astrophysics Data System (ADS)

    2000-01-01

    All the Letters to the Editor in this issue are in the same PostScript or PDF file. Contents Looking back on Physics Peter Gill Lecturer in Education, School of Education, King's College London, Franklin-Wilkins Building, Waterloo Road, London SE1 8WA

  2. Report on Phase I (Interest, Comprehension, & Readability) Prepublication Learner Verification of "Reading Basics Plus," Harper & Row, Publishers, Inc.

    ERIC Educational Resources Information Center

    Ball, Edward H.

    "Reading Basics Plus" consists of an integrated set of texts, workbooks, duplicating masters, word cards, charts, and teacher's guidebooks. By a process of small group trials, students' and teachers' reactions to the proposed content of the "Reading Basics Plus" program for grades four, five, and six were obtained in order to provide editors and…

  3. Teacher in Space Christa McAuliffe on the KC-135 for zero-G training

    NASA Image and Video Library

    1986-01-08

    S86-25192 (January 1986) --- Two payload specialists in training for the STS-51L mission, and a payload specialist from STS-61C share a ?zero-gravity? flight aboard a KC-135 aircraft over the Gulf of Mexico. Left to right are United States Representative Bill Nelson (Democrat, Florida), Sharon Christa McAuliffe, and Barbara R. Morgan. The congressman is a payload specialist for the STS-61C mission. McAuliffe is the prime payload specialist for the Teacher-in-Space Project aboard the STS-51L mission; and Morgan is her backup. The photo was taken by Keith meyers of the New York Times. EDITOR?S NOTE: The STS-51L crew members lost their lives in the space shuttle Challenger accident moments after launch on Jan. 28, 1986 from the Kennedy Space Center (KSC). Photo credit: NASA

  4. Rika-Shoshi, the First Physics Experiment Textbook Published in Japanese and its Editor, Jun'ichi Udagawa

    NASA Astrophysics Data System (ADS)

    Takahashi, Hiroshi; Akabane, Akira; Shozawa, Jun; Tamaki, Toyomi

    The aim of this study is to examine the teaching of physics experiment at elementary and secondary school levels at the time when Japanese science education commenced. In this report, we focused on the first Japanese textbook of physics experiment, Rika-Shoshi, published in 1882 and the editor of the book, Udagawa Jun'ichi. Many experiments in Rika-Shoshi can be performed using low-cost everyday materials. We compare Rika-Shoshi with the original English textbooks and describe Udagawa's physics teaching in the Gunma Normal School based on the documents in the Gunma University archives. We discuss how we can learn from physics education as taught about 130 years ago.

  5. Essay: Samuel Abraham Goudsmit (1902 1978)

    NASA Astrophysics Data System (ADS)

    Bederson, Benjamin

    2008-07-01

    When Sam Goudsmit was 23, he and George Uhlenbeck hypothesized that the electron had spin. Sam was a well-known atomic physicist working at the University of Michigan when World War II began. During the war he first worked on radar at the MIT Radiation Lab, and then in the waning days of the war in Europe he led a mission to determine how far the Nazis had gotten in developing an atomic bomb. After chairing the Physics Department at Brookhaven, in 1950 APS named Goudsmit Managing Editor of Physical Review and Reviews of Modern Physics; in 1966 he was named Editor-in-Chief. He founded Physical Review Letters in 1958.

  6. Analysis of a Customized Intervention for the Development of a Web-Based Lesson by Pre-Service Teachers.

    ERIC Educational Resources Information Center

    Murry, G. Brandon; Murry, Francie R.

    This study compared the use of two developmental alternatives: a Web Editor (WE) in combination with a customized template/shell (Teaching Not Teaching, T-N-T) and a WE only, for development of a Web-based lesson by pre-service teachers. Six hypotheses were tested to find whether the WE and T-N-T alternative was more efficient, effective, and…

  7. Challenging the Politics of the Teacher Accountability Movement: Toward a More Hopeful Educational Future. Occasional Paper Series 27

    ERIC Educational Resources Information Center

    Bank Street College of Education, 2012

    2012-01-01

    Guest editors Gail Boldt and William Ayers have asked 14 leading educators to address the politics of the teacher accountability movement in America. Who benefits and who is hurt? What is gained and what is lost? How can we move forward with a more hopeful and inclusive vision of our educational future? All of the contributors are motivated by an…

  8. Walter Cronkite Speaks to Teachers...(and That's the Way It Is).

    ERIC Educational Resources Information Center

    Cronkite, Walter; Martorelli, Debra

    1980-01-01

    In this interview with "Instructor" assistant editor Debra Martorelli, respected television journalist Walter Cronkite discusses the amount of time children spend watching television, public concerns with the schools, and the news media's coverage of education. (SJL)

  9. School Discipline: A Cooperative Approach

    ERIC Educational Resources Information Center

    Terrell, Henry W.

    1976-01-01

    To stem the tide of student misbehavior, teachers and administrators must present a united front. Cooperative discipline procedures can be effective when they are firm, fair, and offer the misbehaving student a personal option. Practical suggestions on disciplinary procedures are offered here. (Editor/RK)

  10. Do author-suggested reviewers rate submissions more favorably than editor-suggested reviewers? A study on atmospheric chemistry and physics.

    PubMed

    Bornmann, Lutz; Daniel, Hans-Dieter

    2010-10-14

    Ratings in journal peer review can be affected by sources of bias. The bias variable investigated here was the information on whether authors had suggested a possible reviewer for their manuscript, and whether the editor had taken up that suggestion or had chosen a reviewer that had not been suggested by the authors. Studies have shown that author-suggested reviewers rate manuscripts more favorably than editor-suggested reviewers do. Reviewers' ratings on three evaluation criteria and the reviewers' final publication recommendations were available for 552 manuscripts (in total 1145 reviews) that were submitted to Atmospheric Chemistry and Physics, an interactive open access journal using public peer review (authors' and reviewers' comments are publicly exchanged). Public peer review is supposed to bring a new openness to the reviewing process that will enhance its objectivity. In the statistical analysis the quality of a manuscript was controlled for to prevent favorable reviewers' ratings from being attributable to quality instead of to the bias variable. Our results agree with those from other studies that editor-suggested reviewers rated manuscripts between 30% and 42% less favorably than author-suggested reviewers. Against this backdrop journal editors should consider either doing without the use of author-suggested reviewers or, if they are used, bringing in more than one editor-suggested reviewer for the review process (so that the review by author-suggested reviewers can be put in perspective).

  11. Do Author-Suggested Reviewers Rate Submissions More Favorably than Editor-Suggested Reviewers? A Study on Atmospheric Chemistry and Physics

    PubMed Central

    Bornmann, Lutz; Daniel, Hans-Dieter

    2010-01-01

    Background Ratings in journal peer review can be affected by sources of bias. The bias variable investigated here was the information on whether authors had suggested a possible reviewer for their manuscript, and whether the editor had taken up that suggestion or had chosen a reviewer that had not been suggested by the authors. Studies have shown that author-suggested reviewers rate manuscripts more favorably than editor-suggested reviewers do. Methodology/Principal Findings Reviewers' ratings on three evaluation criteria and the reviewers' final publication recommendations were available for 552 manuscripts (in total 1145 reviews) that were submitted to Atmospheric Chemistry and Physics, an interactive open access journal using public peer review (authors' and reviewers' comments are publicly exchanged). Public peer review is supposed to bring a new openness to the reviewing process that will enhance its objectivity. In the statistical analysis the quality of a manuscript was controlled for to prevent favorable reviewers' ratings from being attributable to quality instead of to the bias variable. Conclusions/Significance Our results agree with those from other studies that editor-suggested reviewers rated manuscripts between 30% and 42% less favorably than author-suggested reviewers. Against this backdrop journal editors should consider either doing without the use of author-suggested reviewers or, if they are used, bringing in more than one editor-suggested reviewer for the review process (so that the review by author-suggested reviewers can be put in perspective). PMID:20976226

  12. Teaching Very Large Classes

    ERIC Educational Resources Information Center

    DeRogatis, Amy; Honerkamp, Kenneth; McDaniel, Justin; Medine, Carolyn; Nyitray, Vivian-Lee; Pearson, Thomas

    2014-01-01

    The editor of "Teaching Theology and Religion" facilitated this reflective conversation with five teachers who have extensive experience and success teaching extremely large classes (150 students or more). In the course of the conversation these professors exchange and analyze the effectiveness of several active learning strategies they…

  13. Prime Time for Learning.

    ERIC Educational Resources Information Center

    Leidy, Vivian; And Others

    1981-01-01

    Five elementary teachers explain how they orient pupils and get learning started on the first day of school--whether or not their supplies or textbooks have arrived--by building learning activities around a common interest like dogs, earthworms, football, or the Statue of Liberty. (Editor/SJL)

  14. Software for Classroom Music Making.

    ERIC Educational Resources Information Center

    Ely, Mark C.

    1992-01-01

    Describes musical instrument digital interface (MIDI), a communication system that uses digital data to enable MIDI-equipped instruments to communicate with each other. Includes discussion of music editors, sequencers, compositional software, and commonly used computers. Suggests uses for the technology for students and teachers. Urges further…

  15. Deafness and Diversity: Reflections and Directions.

    PubMed

    Guardino, Caroline; Cannon, Joanna E

    2016-01-01

    Concluding a two-part American Annals of the Deaf special issue on deafness and diversity (DAD), the editors provide reflections and guidance to the field regarding d/Deaf and hard of hearing (d/Dhh) children with a disability (DWD; e.g., learning or intellectual disability, autism) and d/Dhh children from homes where parents use a language other than English or American Sign Language (d/Dhh Multilingual Learners; DMLs). Contributing authors addressed the application of theory, research, and practice to five topics: (a) early intervention, (b) communication/language, (c) assessment, (d) transition, (e) teacher preparation. An overview of the main recommendations of the contributors and editors is presented in an effort to advance research and pedagogy with these learners. In conclusion, the editors discuss the "Radical Middle" approach (Easterbrooks & Maiorana-Basas, 2015) to working with students who are DAD: providing learners with all options for academic, social, and emotional success.

  16. EDITORIAL: Richard Palmer: celebrating 37 years with Journal of Physics: Condensed Matter Richard Palmer: celebrating 37 years with Journal of Physics: Condensed Matter

    NASA Astrophysics Data System (ADS)

    Ferry, David

    2009-01-01

    It is with a great deal of both happiness and sadness that I have to announce that we are losing one of the real strengths of the Journal of Physics: Condensed Matter (JPCM). Dr Richard Palmer, our Senior Publisher, announced his retirement, and this issue marks the first without his involvement. Of course, we are happy that he will get to enjoy his retirement, but we are sad to lose such a valuable member of our team. Richard first started work at IOP Publishing in March 1971 as an Editorial Assistant with Journal of Physics B: Atomic and Molecular Physics. After a few months, he transferred to Journal of Physics C: Solid State Physics. During his first year, he was sent on a residential publishing training course and asked to sign an undertaking to stay at IOP Publishing for at least two years. Although Richard refused to sign, as he did not want to commit himself, he has remained with the journal since then. The following year, the Assistant Editor of Journal of Physics C: Solid State Physics, Malcolm Haines, walked out without notice in order to work on his family vineyard in France, and Richard stepped into the breach. In those days, external editors had a much more hands-on role in IOP Publishing and he had to travel to Harwell to be interviewed by Alan Lidiard, the Honorary Editor of Journal of Physics C: Solid State Physics, before being given the job of Assistant Editor permanently. I am told that in those days the job consisted mainly of editing and proofreading and peer review. There was no journal development work. At some point in the early 1980s, production and peer review were split into separate departments and Richard then headed a group of journals consisting of Journal of Physics C: Solid State Physics, Journal of Physics D: Applied Physics and Journal of Physics F: Metal Physics, Semiconductor Science and Technology, Superconductor Science and Technology, Plasma Physics and Controlled Fusion, and later Nanotechnology and Modelling and Simulation in Materials Science and Engineering. Under the new structure, journal development became an increasingly important part of his job. At about the same time, Richard was also asked to take over running Reports on Progress in Physics, which up to then had been done by the head of the IOP Journals Department, Kurt Paulus. In 1989, Journal of Physics C: Solid State Physics and Journal of Physics F: Metal Physics remerged to form JPCM. Since then, Richard has gradually shed his other journal responsibilities, except for Reports on Progress in Physics, to build up JPCM. He has worked closely with four Editors-in-Chief of Journal of Physics C: Solid State Physics, five of JPCM, five of Reports on Progress in Physics and about ten of other journals, and attended approximately 300 Editorial Board meetings. I should say that he has made my own tenure at Editor-in-Chief an easy task to learn and take on, and has been a major guiding light in the development of the journal. In 2006, Richard was honoured by the award of a Member of the British Empire (MBE) for services to science publishing. Those of us on the board were particularly pleased about this, as one is not always recognized for the effort they expend, and this award was certainly due for Richard. We are going to miss Richard a great deal, but are happy that he will remain on a part time basis to help our new Publisher, Dr Lucy Smith, and the rest of us through the transition. His retirement leaves us with a huge hole that we will have to work extremely hard to fill. Speaking for the various boards, and especially the executive board, I want to wish Richard the very best in his retirement.

  17. Letters to the Editor

    NASA Astrophysics Data System (ADS)

    1997-07-01

    All the Letters to the Editor in this issue are in the same PostScript or PDF file. Contents Joining capacitors R Bridges King Edward's School, Birmingham B15 2UA, UK Enjoying Physics John Bausor 5 Longcrofte Road, Edgware, Middlesex HA8 6RR, UK The disadvantages of success M L Cooper Newham College of Further Education, London

  18. Detecting and (not) dealing with plagiarism in an engineering paper: beyond CrossCheck-a case study.

    PubMed

    Zhang, Xin-xin; Huo, Zhao-lin; Zhang, Yue-hong

    2014-06-01

    In papers in areas such as engineering and the physical sciences, figures, tables and formulae are the basic elements to communicate the authors' core ideas, workings and results. As a computational text-matching tool, CrossCheck cannot work on these non-textual elements to detect plagiarism. Consequently, when comparing engineering or physical sciences papers, CrossCheck may return a low similarity index even when plagiarism has in fact taken place. A case of demonstrated plagiarism involving engineering papers with a low similarity index is discussed, and editor's experiences and suggestions are given on how to tackle this problem. The case shows a lack of understanding of plagiarism by some authors or editors, and illustrates the difficulty of getting some editors and publishers to take appropriate action. Consequently, authors, journal editors, and reviewers, as well as research institutions all are duty-bound not only to recognize the differences between ethical and unethical behavior in order to protect a healthy research environment, and also to maintain consistent ethical publishing standards.

  19. Editorial highlighting and highly cited papers

    NASA Astrophysics Data System (ADS)

    Antonoyiannakis, Manolis

    Editorial highlighting-the process whereby journal editors select, at the time of publication, a small subset of papers that are ostensibly of higher quality, importance or interest-is by now a widespread practice among major scientific journal publishers. Depending on the venue, and the extent to which editorial resources are invested in the process, highlighted papers appear as News & Views, Research Highlights, Perspectives, Editors' Choice, IOP Select, Editors' Summary, Spotlight on Optics, Editors' Picks, Viewpoints, Synopses, Editors' Suggestions, etc. Here, we look at the relation between highlighted papers and highly influential papers, which we define at two levels: having received enough citations to be among the (i) top few percent of their journal, and (ii) top 1% of all physics papers. Using multiple linear regression and multilevel regression modeling we examine the parameters associated with highly influential papers. We briefly comment on cause and effect relationships between citedness and highlighting of papers.

  20. EST Readers: Some Principles for Their Design and Use.

    ERIC Educational Resources Information Center

    Moore, Christopher J.

    1983-01-01

    The editor of "Heinemann's Science and Technology Readers" responds to questions concerning the objectives and design of the series. The market for technical readers; reader format and difficulty level; illustrations, technical exercises, and the language teacher; and the intended classroom use are discussed. (MSE)

  1. Determining Student Needs

    ERIC Educational Resources Information Center

    Stillman, Michael H.

    1977-01-01

    This article was written as part of a comprehensive manual designed to assist teachers in implementing a diagnostic/prescriptive mathematics program. The larger project known as Project SAIL (Student Achievement in Individualized Learning), is a nationally validated Title 111-IV (c) project currently funded for dissemination in New Jersey. (Editor)

  2. Delicate Balances: Collaborative Research in Language Education.

    ERIC Educational Resources Information Center

    Hudelson, Sarah J., Ed.; Lindfors, Judith Wells, Ed.

    This book addresses the special demands, problems, challenges, and tensions of collaborative research. Following an introduction by the editors, the articles and their authors are: "Collaborative Research: More Questions Than Answers" (Carole Edelsky and Chris Boyd); "Interactive Writing on a Computer Network: A Teacher/Researcher…

  3. Decemberfest

    ERIC Educational Resources Information Center

    Instructor, 1976

    1976-01-01

    Twenty-two pages of holiday gems for you and your kids, featuring traditions, giving the natural way, singing under the mistletoe, paper crafts, choral reading, an international bazaar, poetry and puzzles, a seasonal bibliography, projects with plastic, a couple of stories, gifts from the teacher, and gifts for your colleagues. (Editor)

  4. The Social Organization of Schooling

    ERIC Educational Resources Information Center

    Hedges, Larry V., Ed.; Schneider, Barbara, Ed.

    2005-01-01

    Schools are complex social settings where students, teachers, administrators, and parents interact to shape a child's educational experience. Any effort to improve educational outcomes for America's children requires a dynamic understanding of the environments in which children learn. In "The Social Organization of Schooling", editors Larry Hedges…

  5. Moral Judgments and History Teaching

    ERIC Educational Resources Information Center

    Black, Hedda

    1977-01-01

    By providing adolescents with the opportunity to interact with a much extended social environment of humans past and distant, the history teacher is able to promote maturity of moral judgment as an important aspect of social development. Some normative data relating to this transition in adolescents are presented. (Editor/RK)

  6. Zena Sutherland: Reviewer, Teacher, and Author.

    ERIC Educational Resources Information Center

    Carlson, Ann D.

    1996-01-01

    This professional biography of Zena Sutherland contains her recollections of men and women in children's book publishing and assesses her impact on the field. Her work as professor, editor, reviewer, writer, and in professional associations is discussed, and establishment of the Zena Sutherland Lectures is described. (Author/LRW)

  7. Alternatives for the Disruptive and Delinquent: New Systems or New Teachers?

    ERIC Educational Resources Information Center

    Bell, Raymond

    1975-01-01

    No one would disagree that delinquency and more violent crimes are increasing in the nation's schools. To combat the grim statistics, this author has some concrete suggestions. If your school is considering alternative programs for the alienated, here are some pitfalls to avoid. (Editor)

  8. Vision Therapy News Backgrounder.

    ERIC Educational Resources Information Center

    American Optometric Association, St. Louis, MO.

    The booklet provides an overview on vision therapy to aid writers, editors, and broadcasters help parents, teachers, older adults, and all consumers learn more about vision therapy. Following a description of vision therapy or vision training, information is provided on how and why vision therapy works. Additional sections address providers of…

  9. The Myth of Our Failed Education System.

    ERIC Educational Resources Information Center

    Troy, J. Forrest

    1998-01-01

    A veteran newspaper editor speaks unashamedly in support of public schools, dispelling myths about teacher workload, student performance, vouchers and charter schools as reform models, outdated school boards, and overpaid administrators. Schools should revamp their public relations by publishing positive items in newsletters and creating speaker's…

  10. The Sponsors of Literacy. Report Series 7.12.

    ERIC Educational Resources Information Center

    Brandt, Deborah

    Intuitively, "sponsors" seems a fitting term for the figures who turned up most typically in people's memories of literacy learning: older relatives, teachers, priests, supervisors, military officers, editors, influential authors. The concept of sponsors helps to explain a range of human relationships and ideological pressures that turn…

  11. AGU hydrology publication outlets

    NASA Astrophysics Data System (ADS)

    Freeze, R. Allan

    In recent months I have been approached on several occasions by members of the hydrology community who asked me which of the various AGU journals and publishing outlets would be most suitable for a particular paper or article that they have prepared.Water Resources Research (WRR) is the primary AGU outlet for research papers in hydrology. It is an interdisciplinary journal that integrates research in the social and natural sciences of water. The editors of WRR invite original contributions in the physical, chemical and biological sciences and also in the social and policy sciences, including economics, systems analysis, sociology, and law. The editor for the physical sciences side of the journal is Donald R. Nielson, LAWR Veihmeyer Hall, University of California Davis, Davis, CA 95616. The editor for the policy sciences side of the journal is Ronald G. Cummings, Department of Economics, University of New Mexico, Albuquerque, NM 87131

  12. National Center for Mathematics and Science - teacher resources

    Science.gov Websites

    . 6, No. 4, Dec. 1999, pp. 232-236. book cover Investigating Real Data in the Classroom - Expanding Children's Understanding of Mathematics and Science. Richard Lehrer and Leona Schauble, editors. A book from : book cover Children's Mathematics: Cognitively Guided Instruction (with two multimedia CDs), Thomas P

  13. Computer Graphics: KidPix, the MacIntosh, and Students with Cognitive Disorders.

    ERIC Educational Resources Information Center

    Olson, Cindy

    This teacher's guide provides an overview of KidPix software and contains adaptive applications of the software for Cognitively Disabled-Borderline (CDB) students. Ten lesson plans are given, including: (1) "USing Rubber Stamps/Rubber Stamp Editor"; (2) "Portrait"; (3) "Create a Pattern"; (4) "Garden Mural";…

  14. On Using Twitter

    ERIC Educational Resources Information Center

    Barone, Diane M.; Mallette, Marla H.

    2013-01-01

    The Editors of The Reading Teacher introduce a new column, "By Educators, for Educators" through sharing ideas from the Interesting Ways series edte.ch/blog/interesting-ways/. Curated by Tom Barrett, the Interesting Ways Series is an example of crowdsourcing or the power collaborative thought. The Interesting Ways Series has more than 30…

  15. Pretty Pleases: The Effects of Physical Attractiveness, Race, and Sex on Receiving Help

    ERIC Educational Resources Information Center

    Benson, Peter L.; And Others

    1976-01-01

    Investigates whether favoritism for the physically attractive, a phenomenon demonstrated almost exclusively on the basis of rating scales, generalizes to nonreactive, behavioral helping responses. (Editor)

  16. Design of 3D simulation engine for oilfield safety training

    NASA Astrophysics Data System (ADS)

    Li, Hua-Ming; Kang, Bao-Sheng

    2015-03-01

    Aiming at the demand for rapid custom development of 3D simulation system for oilfield safety training, this paper designs and implements a 3D simulation engine based on script-driven method, multi-layer structure, pre-defined entity objects and high-level tools such as scene editor, script editor, program loader. A scripting language been defined to control the system's progress, events and operating results. Training teacher can use this engine to edit 3D virtual scenes, set the properties of entity objects, define the logic script of task, and produce a 3D simulation training system without any skills of programming. Through expanding entity class, this engine can be quickly applied to other virtual training areas.

  17. Modern Concepts of Physical Education

    ERIC Educational Resources Information Center

    Boyer, John L.

    1972-01-01

    The author calls for a whole new concept of physical education in the nation's schools. A change of lifestyle is needed, but also necessary are school programs that develop cardiovascular endurance fitness, not muscular fitness. (Editor)

  18. CONTRIBUTIONS OF 20TH CENTURY WOMEN TO PHYSICS

    Science.gov Websites

    Annotated Photo Gallery In Her Own Words Some Physics History 500+ Books and Articles Field Editors Physical Society, the University of California, UCLA Physics and Astronomy Department, the Laboratories of Astrophysics Burbidge, E. M. Burnell, Jocelyn Faber, Sandra Leavitt, Henrietta Payne-Gaposchkin,Cecilia Rubin

  19. Creating Permeable Boundaries: Teaching and Learning for Social Justice in a Global Society

    ERIC Educational Resources Information Center

    Landorf, Hilary; Rocco, Tonette S.; Nevin, Ann

    2007-01-01

    In their call for proposals for this themed issue, the editors maintain that higher education institutions should graduate future P-12 teachers who think globally, have international experience, demonstrate foreign language competence, and are able to incorporate a global dimension into their teaching. In contrast, the authors argue that future…

  20. Program Manager: Journal of the Defense Systems Management College. Volume 17, Number 5, September-October 1988

    DTIC Science & Technology

    1988-09-01

    difficulties), 1580. Engineers, Boston, Mass., December Polaroid, and Xerox. 25. William Shakespeare (1564-1616), 1987. 19. Ibid. Hamlet , Act I, Scene...ethics institute, former philosophy philospher said "Know thyself." 26 next step is to sit down with manage- teacher and magazine editor. Shakespeare

  1. Charles Silberman's "Crisis in the Classroom, The Remaking of American Education": A Critical Analysis

    ERIC Educational Resources Information Center

    Costley, Kevin C.

    2009-01-01

    In 1970, journalist and scholar Charles Silberman published "Crisis in the Classroom; the Remaking of American Education." His intended audiences was teachers and students, school board members and taxpayers, public officials and civic leaders, newspaper and magazine editors and readers, television directors and viewers, parents and children.…

  2. How Do We Know We've Won?

    ERIC Educational Resources Information Center

    Andrews, Deborah C.

    2007-01-01

    At the 71st Annual International Convention of the Association for Business Communication (ABC), held in San Antonio, Texas, October 26-28, 2006, the author (editor of "Business Communication Quarterly" from 1997 to 2005) was honored as the 2005 recipient of ABC's highest award for teaching: the Meada Gibbs Outstanding Teacher Award. This article…

  3. Preaching Our Practice: On Sharing Professional Work with Students.

    ERIC Educational Resources Information Center

    Mandelbaum, Paul

    1994-01-01

    Describes one teacher-author's classroom use of interview samples, editors' comments, and other materials from his own article-then-in-progress for the "New York Times Magazine." Describes how students, who were creating their own in-depth magazine articles, could see principles and techniques discussed in class applied on a professional level.…

  4. Value-Added Model (VAM) Research for Educational Policy: Framing the Issue

    ERIC Educational Resources Information Center

    Amrein-Beardsley, Audrey; Collins, Clarin; Polasky, Sarah A.; Sloat, Edward F.

    2013-01-01

    In this manuscript, the guest editors of the EPAA Special Issue on "Value-Added Model (VAM) Research for Educational Policy" (1) introduce the background and policy context surrounding the increased use of VAMs for teacher evaluation and accountability purposes across the United States; (2) summarize the five research papers and one…

  5. Creative Writing in America: Theory and Pedagogy.

    ERIC Educational Resources Information Center

    Moxley, Joseph M., Ed.

    Intended for high school and college teachers who are interested in how creative writing can be taught effectively, this book features the ideas of poets, novelists, editors, and playwrights on the fundamental aspects of their craft. The book contains the following chapters: (1) "Notes from a Cell: Creative Writing Programs in Isolation"…

  6. Quo vadis EPL?

    NASA Astrophysics Data System (ADS)

    Dose, Volker; Huber, Martin

    2009-01-01

    With effect of January 1st, 2007 "Europhysics Letters" was renamed, the new branding being "EPL". Along with this formal change went a new vision and definition for the aims of EPL over a time horizon of five years. These goals are i) to increase the number of submissions from 1387 articles in 2006 to over 3000 articles, ii) to decrease the acceptance rate for manuscripts from 46% in 2006 to about 33% and, allowing for a two-year delay, iii) to raise the impact factor from 2.2 in 2006 to 3.5 by increasing visibility and prestige. These aims are ambitious. Accordingly, a strategy promising success was required. As a first measure, the spectrum of Europhysics Letters in terms of the categories defined by the "Physics and Astronomy Classification Scheme" (PACS) was compared to other international broad-band letters journals. This showed that EPL has an appropriate fraction of publications in "Condensed Matter" sciences (PACS 60 and 70) and in "Electromagnetism, Optics, Acoustics, Heat Transfer, Classical Mechanics, and Fluid Dynamics" (PACS 40). EPL is strong in "General Physics" (PACS 00) and in "Interdisciplinary Research" (PACS 80). Rather than aiming at a reduction of the latter two topics it was decided to consider these strengths as an EPL fingerprint. The other five PACS categories, however, showed deficiencies, which we have decided to strengthen by appropriate promotion of the journal in the respective science communities. Our first promotion campaign focused on "Plasma Physics" (PACS 50). Advertising EPL in the plasma-physics community consisted of "An invitation to submit your work" disseminated by the Plasma Physics Division of EPS, the placement of EPL flyers in the delegate bags of the EPS Conference on Plasma Physics in Crete in 2008, additional visibility from prominent displays of EPL PowerPoint slides during the event, further promotion from the EPL Executive Editor present on the exhibit stand, and, last but not least, by the appointment of additional Co-Editors. The results of these efforts are an increase in published papers in plasma physics from 13 (26) in 2006 to 32 (60) in 2008. The numbers in parentheses refer to the number of submissions and the figures for 2008 are extrapolations from the status of November 15th. The 2008 figures thus show that EPL's deficiency in plasma physics is gradually being eliminated, although further growth in this rapidly developing area is desirable! A second positive development concerns "Geophysics" (PACS 90). With the appointment of Rudolf Treumann as the only responsible Co-Editor for this PACS category, we tried another concept of promotion. A letter from the Editor-in-Chief announcing this appointment was posted to the peer group of Treumann. Near the end of 2008 the article balance is the following: 7 (24) in 2006 and 16 (48) in 2008. Again, this is very satisfactory and, in fact, corresponds to the targeted increase. A deficiency still remains in "Particles and Fields" (PACS 10), "Nuclear Physics" (PACS 20), and "Atomic and Molecular Physics" (PACS 30). Analysis of the publication situation within high-energy particle (HEP) physics revealed immediately, that soliciting papers from this community had little chance of success, unless accompanied by an offer for open-access publishing. Faced with the alternative of either abandoning publications in high-energy particle physics or to move towards an open-access scheme, the EPL Association Board of Directors made a first positive decision for an open-access opportunity in May 2007. The matter was further clarified in November 2007: EPL now offers open-access publication for all PACS categories on the basis of an "author pays" model with effect from February 2008. In the meantime, the market in high-energy particle physics had moved ahead, and this has made it necessary to take a further step. With effect of November 1st, 2008, EPL now offers open-access publication free of charge for experimental as well as theoretical letters to the high-energy particle physics communities. This offer will remain available until SCOAP3 (the Sponsoring Consortium on Open Access Publishing in Particle Physics) becomes operational, and covers the publication costs. We now believe to be well positioned in the market, and hope that this will be reflected in an increase in the number of submissions in PACS 10 and 20. Promotion of this new opportunity has been announced on CERN and other HEP facility sites and circulated to all participants at the recent "Physics at the LHC" conference in Croatia, at which EPL material and the Executive Editor were present. Advertising EPL within the atomic and molecular physics community also began in 2008 with EPL flyers being placed in delegate bags to both the ESCAMPIG and EGAS conferences, in addition to EPL presentations and exhibits of promotional material at the Users' meetings of several European synchrotrons. EPL sponsorship has also been given to the UK Synchrotron Users' event for the past two years. Overall the number of publications in EPL has increased from 638 (1387) in 2006 to 810 (1860) in 2008 with an acceptance rate of 44%, decreasing from earlier values. The increase of submissions and publications indicates initial success of our promotional efforts. The acceptance rate, on the other hand, is still far from the targeted value of 33% and certainly needs closer attention. A rather unique feature of EPL is that the Co-Editors are well-known active scientists. They are autonomous in the accept/reject decision for each manuscript and can ask for the number of referee reports they deem necessary. This also includes publication without review by an external referee; in this case the paper is published with the addition "accepted by - name of co-editor". This does in fact happen, though rarely for the time being. In view of the central role of the Co-Editors in the publication process, the Editor-in-Chief takes great care in selecting persons for replacement or expansion of the Editorial Board. Due to the continued growth of the journal, expansion of the Board is an urgent necessity. The most important criterion for membership in the Editorial Board is scientific excellence. Geographical coverage is used sometimes as a secondary criterion that has led to an appropriate fraction of appointments of Co-Editors working in the United States and in Canada. This is a further improvement over the previous composition and more closely reflects the geographical distribution of manuscript submissions. EPL also has an Advisory Board. Over the course of the past eighteen months the role and responsibilities of members of this Board have been redefined. Their duties now include: deputising for the Editor-in-Chief in cases of absence or conflict of interest, acting as adjudicator in appeal cases, selecting EPL papers for highlighting in EPN, checking comments and replies on their validity, and assisting the Editor-in-Chief with the selection of new Co-Editors. These tasks now ensure a very active role of the Advisory Board in the daily life of EPL. Moreover, the members of the Editorial and Advisory Boards have contributed to the promotion of EPL by publishing more of their own work in the journal, thus underlining the fact that EPL promotion is a multifacetted effort. Seeing some response to these measures suggests that we are on the right track. This is also met with great satisfaction by the EPL management team, which wholeheartedly collaborates in the effort to further raise the standing of EPL in the eyes of the general physics community.

  7. EDITORIAL: Letter from the Editor Letter from the Editor

    NASA Astrophysics Data System (ADS)

    Pashinin, Pavel P.

    2013-01-01

    Dear readers, contributors, and members of the world laser physics community. It is a great honour for us to introduce to you our new publishing partner, IOP Publishing, a subsidiary of the Institute of Physics, United Kingdom. IOP Publishing is a world renowned authority in producing journals, magazines, websites and services that enable researchers and research organizations to present their work to a world-wide audience. Laser Physics, the first English-language scientific journal in Russia, was founded in 1990 on the initiative of Alexander M Prokhorov, a pioneer and leader in laser physics research. Professor Prokhorov served as the first Editor-in-Chief of the journal until 2002. We are proud that it is our 23rd year of publishing Laser Physics and our 10th year of publishing Laser Physics Letters. We would like to honour the memory of our friend, late Professor Igor Yevseyev, whose enthusiasm and unwavering dedication to our journals contributed most significantly to their success. It was initially his idea in 2011 to approach IOP with a partnership proposal. We deeply regret that he is no longer with us as we enter this productive alliance. Now, in partnership with IOP, we are turning a new page in providing world-wide access to the cutting-edge research results in our journals, serving our well established global audience. We see new horizons opening for our journals for years to come and hope that our readers share our enthusiasm and aspirations. Please accept our best wishes for all your new scientific endeavors in the exciting field of laser physics.

  8. Payload specialists in training for STS 51-L in mockup & integration lab

    NASA Image and Video Library

    1986-01-09

    S86-25254 (January 1986) --- Payload specialists in training for STS-51L take a break in shuttle emergency egress training at the Johnson Space Center's (JSC) Shuttle Mock-up and Integration Laboratory. Left to right are Gregory Jarvis of Hughes, Sharon Christa McAuliffe and Barbara Morgan of the Teacher-in-Space Project. McAuliffe was selected as NASA's first citizen observer in the Space Shuttle Program and Morgan was named her backup. The photo was taken by Keith Meyers of the New York Times. EDITOR?S NOTE: The STS-51L crew members lost their lives in the space shuttle Challenger accident moments after launch on Jan. 28, 1986 from the Kennedy Space Center (KSC). Photo credit: NASA

  9. PREFACE: Celebrating 20 years of Journal of Physics: Condensed Matter—in honour of Richard Palmer Celebrating 20 years of Journal of Physics: Condensed Matter—in honour of Richard Palmer

    NASA Astrophysics Data System (ADS)

    Ferry, David; Dowben, Peter; Inglesfield, John

    2009-11-01

    This year marks the 20th anniversary of the launch of Journal of Physics: Condensed Matter in 1989. The journal was formed from the merger of Journal of Physics C: Solid State Physics and Journal of Physics F: Metal Physics which had separated in 1971. In the 20 years since its launch, Journal of Physics: Condensed Matter has more than doubled in size, while raising standards. Indeed, Journal of Physics: Condensed Matter has become one of the leading scientific journals for our field. This could not have occurred without great leadership at the top. No one has been more responsible for this growth in both size and quality than our Senior Publisher, Richard Palmer. Richard first started work at IOP in March 1971 as an Editorial Assistant with J. Phys. B After a few months, he transferred to J. Phys.C The following year, the Assistant Editor of J. Phys. C, Malcolm Haines, left suddenly in order to work on his family vineyard in France, and Richard stepped into the breach. In those days, external editors had a much more hands-on role in IOP Publishing and he had to travel to Harwell to be interviewed by Alan Lidiard, the Honorary Editor of J. Phys. C, before being given the job of Assistant Editor permanently. Since J. Phys. C and J. Phys. F re-merged to form Journal of Physics: Condensed Matter, Richard gradually shed his other journal responsibilities, except for Reports on Progress in Physics, to build up Journal of Physics: Condensed Matter. He has worked closely with four Editors-in-Chief of J. Phys. C and five of Journal of Physics: Condensed Matter. When Richard announced his retirement this past winter, we met it with a great deal of both happiness and sadness. Of course, we are happy that he is going to be allowed to enjoy his retirement, but we remain very sad to lose such a valuable member of our team, especially the one who had provided the heart and soul of the journal over its 20 years. We will be able to rely upon the team which Richard ably trained as we go into the future. The Executive Board decided to do this special issue, both to commemorate the 20th year of Journal of Physics: Condensed Matter and to honour Richard for his long years of service to IOP Publishing and Journal of Physics: Condensed Matter. This issue is dedicated to Richard for his many years of work and friendship with the journal board that has seen a great many changes over the years. This issue covers a very wide range of topics, since we approached all current and past members of the various boards of Journal of Physics: Condensed Matter in seeking papers for this special issue. The response has been very positive and this will be one of our larger special issues. The desire to honour Richard is widespread among these various boards, so that we have been almost overwhelmed with submissions, although many who wished to contribute could not because of other obligations. We hope that you, the readership, will enjoy these articles.

  10. U.S. Literacy Level Not Bad

    ERIC Educational Resources Information Center

    Intellect, 1977

    1977-01-01

    Fred Hechinger, assistant editor of "The New York Times" editorial page, states that the teaching of literacy is not as bad as the media say, nor so good as the experts in English claim. Here he evaluates the importance of reading and writing and makes some suggestions for improving attitudes towards television. He also invites teachers to join in…

  11. Wasting Minds: Why Our Education System Is Failing and What We Can Do about It

    ERIC Educational Resources Information Center

    Wolk, Ronald A.

    2011-01-01

    Renowned education journalist Ronald A. Wolk--the founder and former editor of "Education Week" and "Teacher Magazine"--skewers the conventional wisdom of the day about education reform and illuminates a way forward to higher student achievement. Learn why so many assumptions guiding political and educational leaders--standards and testing, longer…

  12. The Response...: Differing Faiths in a Faith-Based Program

    ERIC Educational Resources Information Center

    Feeney, Stephanie; Freeman, Nancy K.

    2012-01-01

    In the May 2011 issue of "Young Children," Rabbi Meir Muller--Focus on Ethics's first guest editor--presented a situation set in a faith-based program. This column analyzes the responses provided by early childhood educators in reflecting on how best to use the Code to help a teacher follow the most ethically defensible course of action when…

  13. The American Role in Education in the Middle East: Ideology and Experiment, 1920-1940

    ERIC Educational Resources Information Center

    Ment, David M.

    2011-01-01

    In a significant 1925 essay, "Western Education in Moslem Lands", Paul Monroe addressed the emerging cultural and political forces faced by American educators in the Middle East. Monroe was widely recognised at the time as editor of the Cyclopedia of Education and director of the International Institute of Teachers College, Columbia…

  14. Guidelines for Nonsexist Use of Language in NCTE Publications.

    ERIC Educational Resources Information Center

    National Council of Teachers of English, Urbana, IL.

    Written in response to a resolution passed at the 1974 convention of the National Council of Teachers of English, these guidelines are based on the assumption that the sexist usage of language aids in arbitrary assignation of roles to both men and women and would be better omitted. Although directed specifically to editors, these guidelines for…

  15. Christ and Cleavage: Multiculturalism and Censorship in a Working-Class, Suburban High School

    ERIC Educational Resources Information Center

    Gorlewski, Julie

    2008-01-01

    High school teacher Julie Gorlewski considers the complexities of multicultural education and the challenges of realizing its potential as a social movement. She explains how students became "powerful users of language" by writing to the editors of their literature anthology to question what appeared to be censorship through alterations to text…

  16. Physical Attrativeness, Perceived Attitude Similarity, and Academic Achievement as Contributors to Interpersonal Attraction among Adolescents

    ERIC Educational Resources Information Center

    Cavior, Norman N.; Dokecki, Paul R.

    1973-01-01

    Fifth- and eleventh-grade males and females who knew each other ( knowers'') judged classmates' photographs on physical attractiveness, perceived attitude similarity, and interpersonal attraction. Nonknowers'' (male and female classmates in different schools in the same grades) judged the same photographs on physical attractiveness. (Editor)

  17. Publisher's Announcement

    NASA Astrophysics Data System (ADS)

    Scriven, Neil

    2003-12-01

    We are delighted to announce that the new Editor-in-Chief of Journal of Physics A: Mathematical and General for 2004 will be Professor Carl M Bender of Washington University, St. Louis. Carl will, with the help of his world class editorial board, maintain standards of scientific rigour whilst ensuring that research published is of the highest importance. Carl attained his first degree in physics at Cornell University before studying for his PhD at Harvard. He later worked at The Institute for Advanced Study in Princeton and at MIT before assuming his current position at Washington University, St Louis. He has been a visiting professor at Technion, Haifa, and Imperial College, London and a scientific consultant for Los Alamos National Laboratory. His main expertise is in using classical applied mathematics to solve a broad range of problems in high-energy theoretical physics and mathematical physics. Since the publication of his book Advanced Mathematical Methods for Scientists and Engineers, written with Steven Orszag, he has been regarded as an expert on the subject of asymptotic analysis and perturbative methods. `Carl publishes his own internationally-important research in the journal and has been an invaluable, energetic member of the Editorial Board for some time' said Professor Ed Corrigan, Carl's predecessor as Editor, `he will be an excellent Editor-in-Chief'. Our grateful thanks and best wishes go to Professor Corrigan who has done a magnificent job for the journal during his five-year tenure.

  18. TH-C-204-01: Vision for Medical Physics and Status of Current Initiatives

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Williamson, J.

    In this presentation, the Editors will outline our vision for the future of Medical Physics and review recent work-in-progress initiatives to implement this vision. Finally, we will close with guidance to authors on how to write a good Medical Physics paper. A major focus will be the transition to a new publisher in 2017 following a more than 40-year association with American Institute of Physics Publishing (AIPP). Vision for Medical Physics and status of current initiatives: Jeff Williamson, Editor-in-Chief The broad vision of Medical Physics is “to continue the Journal’s tradition of publishing the very best science that propels ourmore » discipline forward and improves our contribution to patient care.” More concretely, the Journal should be the preeminent forum for exchange of cutting edge medical physics science. We seek to identify the best contributions in (a) high impact clinical physics innovations; (b) clinical translation and validation of basic science innovations; and (c) cutting edge basic science developments with potential for patient care improvements. Among the challenges and opportunities, we face are: electronic-only and open access publishing; competition from new radiological science journals; trends towards more interactive, social-media based scientific communities; and diversification of the medical physics research, authorship, and readership domains, including clinical applications quite foreign to core ABR clinical competencies. Recently implemented and ongoing initiatives include: Revised Table of Contents (TOC) and more contemporary topical submission categories Structured review template in HTML format Comprehensive hierarchical taxonomy for identifying reviewer expertise Formal process for soliciting high quality and impact Review and Vision 20/20 Articles We have recruited four Review Article Co-editors: John Rowlands and Ingrid Reiser (imaging physics) and Joao Seco and Tim Zhu (therapy physics). The Co-Editors will identify timely topics and solicit high profile authors to submit review manuscripts. To submit an article, authors will need to work with an assigned Co-Editor to develop a mutually acceptable outline and abstract. 5) A new and exciting class of articles: Medical Physics Dataset Articles (MPDAs) MPDAs describe scientifically or clinically valuable open-access datasets with high potential for contributing to the research of medical physicists working on related problems. In contrast to Research Articles, MPDAs should not include hypothesis testing; or data analyses supporting generalizable conclusions. The publically accessible dataset must be permanently archived before the MPDA can be published. This initiative is being led by Joe Deasy. Update on new publisher transition: The transition of AAPM scientific publishing operations to a major publishing house is a major opportunity to expand Medical Physics readership and its scholarly impact. The advantages include: (a) common manuscript management and web hosting platforms for Medical Physics and its sister journal, JACMP; (b) greater than 4-fold expansion of subscribing institutions; and (c) resources to mount data-driven, highly targeted marketing campaigns to enhance citation and download rates. A transition update of this epochal development, which has only begun as of this writing (3/31/16), will be given. Improving manuscript quality via structured reviews, enhanced scientific category taxonomy, and outreach: Shiva Das, Therapy Physics Editor Medical Physics is committed to continuous improvement with the ultimate goal of improving the potential impact of accepted manuscripts. In order to do so, Medical Physics must be able to tap into important/emerging areas and be able to select high quality contributions consistently via discerning reviews. Improving the quality of reviews is crucial to selecting high quality manuscripts and also to improving manuscript impact via feedback in the review process. With this in mind, Medical Physics is in the process of: (a) fostering outreach to important areas that are currently underrepresented in Medical Physics; (b) implementing a structured template review form; and (c) implementing a comprehensive scientific category taxonomy to identify reviewers who are best suited to an article. Outreach efforts have begun to various scientific areas. Strategies to increase submissions from these areas will be discussed. As a consequence of this effort, a special issue on particle therapy is under development. A review template was implemented in late 2014 on a limited test basis. Based on reviewer feedback, the template was restructured and shortened to capture essential review elements. The restructured template is due to be released shortly. The new scientific category taxonomy is in the process of being deployed to reviewers and associate editors. Salient aspects of the structured review template and scientific category taxonomy will be discussed in this talk. Writing good scientific papers and responding to critiques: Mitch Goodsitt, Imaging Physics Editor The essential components of the abstract, introduction, methods, discussion and conclusion sections of manuscripts, as well as the desired writing style and style of the figures and tables will be reviewed. Publishable Medical Physics manuscripts must include clear and concise statements of the novelty and clinical and/or scientific importance of the authors’ work. Examples of novelty include: new technical solution to an important clinical problem; new generalizable knowledge; and first demonstration that an existing engineering solution solves a clinical problem. Please note that we encourage authors of recently published conference proceedings (e.g., SPIE, IEEE) papers on novel medical physics related work to submit more substantial versions of that work to our journal. All submissions must include: sufficient background information and rationale; enough detail for others to reproduce the authors’ work; sufficient statistical analysis to refute or validate the authors’ hypotheses; a description of how the present work compares to, is distinct from, and improves upon others’ work; and sections devoted to the limitations of the study and future directions. Writing should be polished. Poor wording, grammar and composition frustrate the review process. Our journal does not have copyeditors for revising manuscripts. When authors receive critiques from the referees and associate editor, the authors should provide a detailed point-by-point response to each comment. The authors’ rebuttal should include the text of the original criticism, the authors’ response, and a pasted copy of the modified text along with the line numbers in the revised article. The new text should be highlighted in a different font color in the revised submission. Following these recommendations will improve submissions and facilitate the review process.« less

  19. Administratium: A 20th-Anniversary Update

    NASA Astrophysics Data System (ADS)

    DeBuvitz, William

    2009-01-01

    Perhaps the readers of The Physics Teacher have come across a humorous little story on the Internet about the discovery of an element called "Administratium" (or one of its variants "Governmentium," "Bureaucratium," etc.), which behaved like college administrations. Some of these readers might recall seeing it in print many years ago. In fact, it first appeared 20 years ago in the January 1989 issue of The Physics Teacher under the heading "Farcical Physics" and I was the author. I came up with the idea in February of 1988 while giving a physics exam at Middlesex County College in Edison, NJ. I was reading a memo from the college administration about the latest reorganization, with its usual increase in vice presidents, assistants to the vice presidents, etc., looked over at a large periodic chart on the wall, and it all came together. I originally posted the "Administratium" story on a bulletin board at the college and the faculty found it funny. I then decided to send it to The Physics Teacher. I was concerned about offending Middlesex College, so I asked that my name be omitted from the article. It turned out that this was unnecessary—the college administration was a good sport about it. What was surprising to me was how this little story spread. What was even more surprising was how many people took credit for it. I guess I invited this by not using my name in the original publication. If you Google "Administratium," you will get over 10,000 hits in different languages, with many people taking credit. I heard it read on The Osgood File and the discovery of "Administratium" was awarded an Ignoble Prize. A humorous story like this seems more appropriate for the Journal of Irreproducible Results. In fact, it was published in the January-February 1990 issue. Needless to say, I was getting a bit irritated by seeing so many people taking credit for my story. I contacted Norman Sperling, the editor of the JIR, about this and he suggested I write about the whole experience. I wrote an article that was published in the May 2005 issue and I extended the "Administratium" story to include newly discovered chemical properties. At the 20th anniversary of its publication, I feel it is important to clear up any question about the authorship in the magazine that first published the story.

  20. TH-C-204-02: Improving Manuscript Quality Via Structured Reviews, Enhanced Scientific Category Taxonomy, and Outreach

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Das, S.

    In this presentation, the Editors will outline our vision for the future of Medical Physics and review recent work-in-progress initiatives to implement this vision. Finally, we will close with guidance to authors on how to write a good Medical Physics paper. A major focus will be the transition to a new publisher in 2017 following a more than 40-year association with American Institute of Physics Publishing (AIPP). Vision for Medical Physics and status of current initiatives: Jeff Williamson, Editor-in-Chief The broad vision of Medical Physics is “to continue the Journal’s tradition of publishing the very best science that propels ourmore » discipline forward and improves our contribution to patient care.” More concretely, the Journal should be the preeminent forum for exchange of cutting edge medical physics science. We seek to identify the best contributions in (a) high impact clinical physics innovations; (b) clinical translation and validation of basic science innovations; and (c) cutting edge basic science developments with potential for patient care improvements. Among the challenges and opportunities, we face are: electronic-only and open access publishing; competition from new radiological science journals; trends towards more interactive, social-media based scientific communities; and diversification of the medical physics research, authorship, and readership domains, including clinical applications quite foreign to core ABR clinical competencies. Recently implemented and ongoing initiatives include: Revised Table of Contents (TOC) and more contemporary topical submission categories Structured review template in HTML format Comprehensive hierarchical taxonomy for identifying reviewer expertise Formal process for soliciting high quality and impact Review and Vision 20/20 Articles We have recruited four Review Article Co-editors: John Rowlands and Ingrid Reiser (imaging physics) and Joao Seco and Tim Zhu (therapy physics). The Co-Editors will identify timely topics and solicit high profile authors to submit review manuscripts. To submit an article, authors will need to work with an assigned Co-Editor to develop a mutually acceptable outline and abstract. 5) A new and exciting class of articles: Medical Physics Dataset Articles (MPDAs) MPDAs describe scientifically or clinically valuable open-access datasets with high potential for contributing to the research of medical physicists working on related problems. In contrast to Research Articles, MPDAs should not include hypothesis testing; or data analyses supporting generalizable conclusions. The publically accessible dataset must be permanently archived before the MPDA can be published. This initiative is being led by Joe Deasy. Update on new publisher transition: The transition of AAPM scientific publishing operations to a major publishing house is a major opportunity to expand Medical Physics readership and its scholarly impact. The advantages include: (a) common manuscript management and web hosting platforms for Medical Physics and its sister journal, JACMP; (b) greater than 4-fold expansion of subscribing institutions; and (c) resources to mount data-driven, highly targeted marketing campaigns to enhance citation and download rates. A transition update of this epochal development, which has only begun as of this writing (3/31/16), will be given. Improving manuscript quality via structured reviews, enhanced scientific category taxonomy, and outreach: Shiva Das, Therapy Physics Editor Medical Physics is committed to continuous improvement with the ultimate goal of improving the potential impact of accepted manuscripts. In order to do so, Medical Physics must be able to tap into important/emerging areas and be able to select high quality contributions consistently via discerning reviews. Improving the quality of reviews is crucial to selecting high quality manuscripts and also to improving manuscript impact via feedback in the review process. With this in mind, Medical Physics is in the process of: (a) fostering outreach to important areas that are currently underrepresented in Medical Physics; (b) implementing a structured template review form; and (c) implementing a comprehensive scientific category taxonomy to identify reviewers who are best suited to an article. Outreach efforts have begun to various scientific areas. Strategies to increase submissions from these areas will be discussed. As a consequence of this effort, a special issue on particle therapy is under development. A review template was implemented in late 2014 on a limited test basis. Based on reviewer feedback, the template was restructured and shortened to capture essential review elements. The restructured template is due to be released shortly. The new scientific category taxonomy is in the process of being deployed to reviewers and associate editors. Salient aspects of the structured review template and scientific category taxonomy will be discussed in this talk. Writing good scientific papers and responding to critiques: Mitch Goodsitt, Imaging Physics Editor The essential components of the abstract, introduction, methods, discussion and conclusion sections of manuscripts, as well as the desired writing style and style of the figures and tables will be reviewed. Publishable Medical Physics manuscripts must include clear and concise statements of the novelty and clinical and/or scientific importance of the authors’ work. Examples of novelty include: new technical solution to an important clinical problem; new generalizable knowledge; and first demonstration that an existing engineering solution solves a clinical problem. Please note that we encourage authors of recently published conference proceedings (e.g., SPIE, IEEE) papers on novel medical physics related work to submit more substantial versions of that work to our journal. All submissions must include: sufficient background information and rationale; enough detail for others to reproduce the authors’ work; sufficient statistical analysis to refute or validate the authors’ hypotheses; a description of how the present work compares to, is distinct from, and improves upon others’ work; and sections devoted to the limitations of the study and future directions. Writing should be polished. Poor wording, grammar and composition frustrate the review process. Our journal does not have copyeditors for revising manuscripts. When authors receive critiques from the referees and associate editor, the authors should provide a detailed point-by-point response to each comment. The authors’ rebuttal should include the text of the original criticism, the authors’ response, and a pasted copy of the modified text along with the line numbers in the revised article. The new text should be highlighted in a different font color in the revised submission. Following these recommendations will improve submissions and facilitate the review process.« less

  1. TH-C-204-03: Writing Good Scientific Papers and Responding to Critiques

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Goodsitt, M.

    In this presentation, the Editors will outline our vision for the future of Medical Physics and review recent work-in-progress initiatives to implement this vision. Finally, we will close with guidance to authors on how to write a good Medical Physics paper. A major focus will be the transition to a new publisher in 2017 following a more than 40-year association with American Institute of Physics Publishing (AIPP). Vision for Medical Physics and status of current initiatives: Jeff Williamson, Editor-in-Chief The broad vision of Medical Physics is “to continue the Journal’s tradition of publishing the very best science that propels ourmore » discipline forward and improves our contribution to patient care.” More concretely, the Journal should be the preeminent forum for exchange of cutting edge medical physics science. We seek to identify the best contributions in (a) high impact clinical physics innovations; (b) clinical translation and validation of basic science innovations; and (c) cutting edge basic science developments with potential for patient care improvements. Among the challenges and opportunities, we face are: electronic-only and open access publishing; competition from new radiological science journals; trends towards more interactive, social-media based scientific communities; and diversification of the medical physics research, authorship, and readership domains, including clinical applications quite foreign to core ABR clinical competencies. Recently implemented and ongoing initiatives include: Revised Table of Contents (TOC) and more contemporary topical submission categories Structured review template in HTML format Comprehensive hierarchical taxonomy for identifying reviewer expertise Formal process for soliciting high quality and impact Review and Vision 20/20 Articles We have recruited four Review Article Co-editors: John Rowlands and Ingrid Reiser (imaging physics) and Joao Seco and Tim Zhu (therapy physics). The Co-Editors will identify timely topics and solicit high profile authors to submit review manuscripts. To submit an article, authors will need to work with an assigned Co-Editor to develop a mutually acceptable outline and abstract. 5) A new and exciting class of articles: Medical Physics Dataset Articles (MPDAs) MPDAs describe scientifically or clinically valuable open-access datasets with high potential for contributing to the research of medical physicists working on related problems. In contrast to Research Articles, MPDAs should not include hypothesis testing; or data analyses supporting generalizable conclusions. The publically accessible dataset must be permanently archived before the MPDA can be published. This initiative is being led by Joe Deasy. Update on new publisher transition: The transition of AAPM scientific publishing operations to a major publishing house is a major opportunity to expand Medical Physics readership and its scholarly impact. The advantages include: (a) common manuscript management and web hosting platforms for Medical Physics and its sister journal, JACMP; (b) greater than 4-fold expansion of subscribing institutions; and (c) resources to mount data-driven, highly targeted marketing campaigns to enhance citation and download rates. A transition update of this epochal development, which has only begun as of this writing (3/31/16), will be given. Improving manuscript quality via structured reviews, enhanced scientific category taxonomy, and outreach: Shiva Das, Therapy Physics Editor Medical Physics is committed to continuous improvement with the ultimate goal of improving the potential impact of accepted manuscripts. In order to do so, Medical Physics must be able to tap into important/emerging areas and be able to select high quality contributions consistently via discerning reviews. Improving the quality of reviews is crucial to selecting high quality manuscripts and also to improving manuscript impact via feedback in the review process. With this in mind, Medical Physics is in the process of: (a) fostering outreach to important areas that are currently underrepresented in Medical Physics; (b) implementing a structured template review form; and (c) implementing a comprehensive scientific category taxonomy to identify reviewers who are best suited to an article. Outreach efforts have begun to various scientific areas. Strategies to increase submissions from these areas will be discussed. As a consequence of this effort, a special issue on particle therapy is under development. A review template was implemented in late 2014 on a limited test basis. Based on reviewer feedback, the template was restructured and shortened to capture essential review elements. The restructured template is due to be released shortly. The new scientific category taxonomy is in the process of being deployed to reviewers and associate editors. Salient aspects of the structured review template and scientific category taxonomy will be discussed in this talk. Writing good scientific papers and responding to critiques: Mitch Goodsitt, Imaging Physics Editor The essential components of the abstract, introduction, methods, discussion and conclusion sections of manuscripts, as well as the desired writing style and style of the figures and tables will be reviewed. Publishable Medical Physics manuscripts must include clear and concise statements of the novelty and clinical and/or scientific importance of the authors’ work. Examples of novelty include: new technical solution to an important clinical problem; new generalizable knowledge; and first demonstration that an existing engineering solution solves a clinical problem. Please note that we encourage authors of recently published conference proceedings (e.g., SPIE, IEEE) papers on novel medical physics related work to submit more substantial versions of that work to our journal. All submissions must include: sufficient background information and rationale; enough detail for others to reproduce the authors’ work; sufficient statistical analysis to refute or validate the authors’ hypotheses; a description of how the present work compares to, is distinct from, and improves upon others’ work; and sections devoted to the limitations of the study and future directions. Writing should be polished. Poor wording, grammar and composition frustrate the review process. Our journal does not have copyeditors for revising manuscripts. When authors receive critiques from the referees and associate editor, the authors should provide a detailed point-by-point response to each comment. The authors’ rebuttal should include the text of the original criticism, the authors’ response, and a pasted copy of the modified text along with the line numbers in the revised article. The new text should be highlighted in a different font color in the revised submission. Following these recommendations will improve submissions and facilitate the review process.« less

  2. PER PhDs & Bachelor's Degrees

    ERIC Educational Resources Information Center

    White, Susan C.

    2017-01-01

    Recently, the editor remarked to me that physics departments that offered a PhD with a specialization in Physics Education Research (PER) seemed to graduate more bachelor's degree recipients than those physics PhD departments that did not have the specialization. I was not convinced. That led to quite a bit of discussion between us. He compiled a…

  3. Representing Nature of Science in a Science Textbook: Exploring Author-Editor-Publisher Interactions

    ERIC Educational Resources Information Center

    DiGiuseppe, Maurice

    2014-01-01

    Current reforms in elementary and secondary science education call for students and teachers to develop more informed views of the nature of science (NOS)--a process in which science textbooks play a significant role. This paper reports on a case study of the development of representations of the NOS in a senior high school chemistry textbook by…

  4. The "Patron Saint" of Comprehensive Education: An Interview with Clyde Chitty. Part One

    ERIC Educational Resources Information Center

    Benn, Melissa; Martin, Jane

    2017-01-01

    FORUM invited Melissa Benn and Jane Martin to interview Clyde Chitty, a brilliant and effective classroom and university teacher, one of the most well-known advocates of comprehensive education, a long-standing member of FORUM's editorial board, and for two decades co-editor of the publication. It was Michael Armstrong who called him 'the patron…

  5. The Role of the High School Newspaper: Problems and Solution.

    ERIC Educational Resources Information Center

    Manchikes, Alice , Ed.

    1972-01-01

    The question of whether a high school newspaper should act as a voice of official school opinion or should be an organ of dissent is discussed. A student editor argues that the school administration should recognize the students' right to freedom of the press. A teacher-sponsor argues that the newspaper should be part of the curriculum, acting…

  6. A Syllabus for the Study of Selective Writings by W. E. B. Dubois.

    ERIC Educational Resources Information Center

    Wilson, Walter

    This syllabus or teacher's guide to the life and works of Dr. W.E.B. Dubois has the following organization. An introductory section provides eulogies and tributes from important black and white leaders focusing on his stature as an educator, editor, sociologist, historian, statesman, social prophet, and race leader. The main body of the syllabus…

  7. Reflections on Teaching Literacy: Selected Speeches of Margaret J. Early

    ERIC Educational Resources Information Center

    Wolcott, Willa, Ed.

    2011-01-01

    The late Margaret J. Early was a nationally renowned educator in the field of English education and reading, a past president of the National Council of Teachers of English, an author and an editor herself, and the recipient of many awards. The book Reflections on Teaching Literacy: Selected Speeches of Margaret J. Early, edited by Willa Wolcott,…

  8. STS 51-L crewmembers at Ellington AFB for training flight in T-38

    NASA Image and Video Library

    1986-01-08

    S86-25199 (September 1985) --- Three members of the STS-51L prime crew and a backup crew member walk away from the flight line at nearby Ellington Field following flights in the T-38 jet trainers seen in the background. Sharon Christa McAuliffe (center right), payload specialist/citizen observer for the Teacher-in-Space Project, and Barbara R. Morgan (center left), her backup, are flanked by astronauts Francis R. (Dick) Scobee (right), mission commander, and Michael J. Smith, pilot. The photo was taken by Keith Meyers of the New York Times. EDITOR?S NOTE: The STS-51L crew members lost their lives in the space shuttle Challenger accident moments after launch on Jan. 28, 1986 from the Kennedy Space Center (KSC). Photo credit: NASA

  9. Barbara Morgan and Christa McAuliffe watch the STS 61-A launch of Challenger

    NASA Image and Video Library

    1986-01-09

    S86-25294 (30 Oct. 1985) --- Barbara R. Morgan and Sharon Christa McAuliffe (right) are pictured during a visit to NASA's Kennedy Space Center (KSC) Launch Complex 39 to witness the launch of the space shuttle Challenger. McAuliffe is scheduled to launch aboard the space shuttle Challenger, STS-51L mission, herself early next year as the United States? first in-space citizen observer. Morgan is the backup for the Teacher-in-Space Project?s payload specialist position. The photo was taken by Keith Meyers of the New York Times. EDITOR?S NOTE: The STS-51L crew members lost their lives in the space shuttle Challenger accident moments after launch on Jan. 28, 1986 from the Kennedy Space Center (KSC). Photo credit: NASA

  10. Professor Igor Yevseyev: In Memoriam Professor Igor Yevseyev: In Memoriam

    NASA Astrophysics Data System (ADS)

    2012-06-01

    Dear readers and authors, June 3, 2012 will mark five months since Professor Igor Yevseyev, Deputy Editor-in-Chief of both journals Laser Physics and Laser Physics Letters passed away, suddenly and unexpectedly. He was 67. Born in Moscow, he entered one of the world's best schools of physics, Moscow Engineering Physics Institute (MEPhI). With this renowned educational and research institution he bonded an alliance for his entire life, starting as an undergraduate student in the Department of Theoretical Physics and later continued as graduate student, assistant professor, associated professor, and full professor in the same department, a rare accomplishment of a person. All those years he retained the love of his life—the love for physics. He worked tirelessly as a teacher and scholar in this captivating field of knowledge. Professor Yevseyev was one of the founders of the international journal of Laser Physics in 1990, the first academic English language journal published in the former USSR. Later, in 2004, the second journal, Laser Physics Letters was brought to the forum of global laser physics community. The idea behind this new title was Professor Yevseyev's initiative to reach the readers and participants with new pioneering and break-through research results more rapidly. His leadership and indefatigable dedication to the quality of published materials made it possible that this journal reached international recognition in a few short years. Still, in order to attract even more attention of potential contributors and readers, Professor Yevseyev originally proposed to conduct the International Laser Physics Workshop (LPHYS) on the annual basis. Since 1992 the Workshop has been conducted every year, each year in a different country. As in all previous years, Professor Yevseyev was the key organizer of this year's workshop in Calgary, Canada. Sadly, this workshop will take place without him. Editorial Board

  11. 'Keeping in the race': physics, publication speed and national publishing strategies in Nature, 1895-1939.

    PubMed

    Baldwin, Melinda

    2014-06-01

    By the onset of the Second World War, the British scientific periodical Nature--specifically, Nature's 'Letters to the editor' column--had become a major publication venue for scientists who wished to publish short communications about their latest experimental findings. This paper argues that the Nobel Prize-winning physicist Ernest Rutherford was instrumental in establishing this use of the 'Letters to the editor' column in the early twentieth century. Rutherford's contributions set Nature apart from its fellow scientific weeklies in Britain and helped construct a defining feature of Nature's influence in the twentieth century. Rutherford's participation in the journal influenced his students and colleagues in the field of radioactivity physics and drew physicists like the German Otto Hahn and the American Bertram Borden Boltwood to submit their work to Nature as well, and Nature came to play a major role in spreading news of the latest research in the science of radioactivity. Rutherford and his colleagues established a pattern of submissions to the 'Letters to the editor' that would eventually be adopted by scientists from diverse fields and from laboratories around the world.

  12. Candidates for office 2004-2006

    NASA Astrophysics Data System (ADS)

    Timothy L. Killeen. AGU member since 1981. Director of the National Center for Atmospheric Research (NCAR); Senior Scientist, High Altitude Observatory; Adjunct Professor, University of Michigan. Major areas of interest include space physics and aeronomy remote sensing, and interdisciplinary science education. B.S., Physics and Astronomy (first class honors), 1972, University College London; Ph.D., Atomic and Molecular Physics, 1975, University College London. University of Michigan: Researcher and Professor of Atmospheric, Oceanic, and Space Sciences, 1978-2000 Director of the Space Physics Research Laboratory 1993-1998 Associate Vice-President for Research, 1997-2000. Visiting senior scientist at NASA Goddard Space Flight Center, 1992. Program Committee, American Association for the Advancement of Science; Council Member, American Meteorological Society; Editor-in-Chief, Journal of Atmospheric and Solar-Terrestrial Physics; Chair, Jerome K.Weisner National Policy Symposium on the Integration of Research and Education, 1999. Authored over 140 publications, 57 in AGU journals. Significant publications include: Interaction of low energy positrons with gaseous atoms and molecules, Atomic Physics, 4, 1975; Energetics and dynamics of the thermosphere, Reviews of Geophysics, 1987; The upper mesosphere and lower thermosphere, AGU Geophysical Monograph, 1995, Excellence in Teaching and Research awards, College of Engineering, University of Michigan; recipient of two NASA Achievement Awards; former chair, NASA Space Physics Subcommittee; former chair, National Science Foundation (NSF) Coupling, Energetics and Dynamics of Atmospheric Regions (CEDAR) program; former member, NSF Advisory Committee for Geosciences, and chair of NSF's Atmospheric Sciences Subcommittee, 1999-2002 member, NASA Earth Science Enterprise Advisory Committee; member of various National Academy of Science/National Research Council Committees; cochair, American Association for the Advancement of Science National Meeting, 2003. AGU service includes: term as associate editor of Journal of Geophysical Research-Space Physics; chair, Panel on International Space Station; Global Climate Change Panel; Federal Budget Review Committee; member of AGU Program, Public Information, Awards, and Public Affairs committees; Chapman Conference Convener and Monograph editor; Section Secretary and Program Chair, Space and Planetary Relations Section; President of Space Physics and Aeronomy Section; AGU Council Member.

  13. IN MY OPINION: Fin de siècle

    NASA Astrophysics Data System (ADS)

    Dobson, K.

    1999-01-01

    Welcome to 1999 - the Year of Decision. The Year of the Eclipse and Millenium Doom, at the end of which all our computers will seize up and wonder why Queen Victoria isn't answering her e-mails. But if we survive this the Year 2000 will usher in yet another National Curriculum, redesigned Advanced levels ('academic') and GNVQs ('vocational') and the Modularization of Everything. So what are you, dear reader, going to do about it all? At this stage I must apologise to readers outside the immediate territories to which the above applies and for whom the exact details are irrelevant. However, there are some general issues, which might be of interest. Physics is not the most popular school subject in Europe - or even North America (if my favourite sitcom Third Rock from the Sun can be relied upon to give an accurate picture of current US educational issues). The decisions referred to in the opening sentence are ones that will be made by the UK Government on the advice (or possibly against the advice) of the Qualifications and Curriculum Authority (QCA). In the summer and autumn of 1998, QCA held a number of semi-formal focus groups in which teachers and others considered how the current National Curriculum was working, and how it might be improved. The QCA is due to produce draft proposals this month and will decide upon its recommendations to the Secretary of State after a period of 'informal consultations'. The Secretary of State's proposals will then be open to formal consultation from April to August. Decisions will be made and published in the autumn and implemented in September 2000. I would suspect (and hope) that the readers of this journal are amongst the most concerned and best informed physics teachers in the UK. They might, I suppose, be the only physics teachers left in the UK. And I hope that they will take an active part in these consultations. The Institute of Physics has had a Working Party beavering away on what physics in a National Curriculum should be like for over two years. This group has also worked with representatives of the Royal Society and the professional associations for chemistry and biology. The IoP Post-16 Initiative has recognized that, however brilliant their eventual output may be, if physics pre-16 is seen as dull and irrelevant their work will have far less of an impact. The IoP National Curriculum Working Group has now finished its work and produced seven papers targeted at different audiences - teachers, teacher trainers, QCA etc. They are brief, to the point - and fairly radical. They may have little effect on the next National Curriculum - the political feedback loop is so much longer than the whirligigs of time experienced in the technical and economic spheres. The proposals are not entirely local in their application. Southern Britain is not the only place where school physics could do with a shake-up. If readers want to know about the IoP's thinking to make comments, use the ideas as part of their responses to QCA consultation or see how they chime in with school physics in France, USA, China... then copies of the papers are available from the Education Department, Institute of Physics, 76 Portland Place, London W1N 3DH. Ken Dobson Honorary Editor

  14. ARO in Review 2013 Annual Historical Record of the Army Research Laboratory’s Army Research Office (ARO) Programs and Funding Activities

    DTIC Science & Technology

    2017-06-30

    nonlinear dynamics and beyond. J . R. Soc. Interface. 8:107-116. PHYSICS DIVISION CHAPTER 12 ARO IN REVIEW 2013 232 C . Small Business Innovation...goals, management strategies, funding information, and accomplishments Douglas J . Kiserow, Ph.D. Editor Kelby O. Kizer, Ph.D. Editor...component programs (MURI, PECASE, and DURIP). C . Other Funding Sources In addition to the Army- and OSD-funded programs described earlier in this

  15. Letters to the Editor

    NASA Astrophysics Data System (ADS)

    1998-03-01

    All the Letters to the Editor in this issue are in the same PostScript or PDF file. Contents Comment on `Magnetic and electric field strengths of high voltage power lines and household appliances' José Luis Giordano Dept. de Ciencia y Tecnología de Materiales y Fluidos, CPSI, Universidad de Zaragoza, Spain Twins paradox S R Carson Norton College, Malton, North Yorkshire, UK On alternative ways of finding the ratio of specific heats of gases Tomas Ficker Physics Department, Technical University of Brno, Czech Republic

  16. Interactive Multiple-Representation Editing of Physically-based 3D Animation

    DTIC Science & Technology

    1994-05-29

    view similar to that of FrameMaker [46], but with a stronger model of structured editing, and a language window, which displays a formal description of...used. This is partly a result of the power of a good direct manipulation editor { most users of good editors like FrameMaker don’t seem to miss having a...re nement. In SIG- GRAPH, pages 205{212, August 1988. [46] Frame Technology Inc. Using FrameMaker , 1990. [47] Bjorn N. Freeman-Benson and John Maloney

  17. JOSPT Experiences Tremendous Growth, Change in 14 Years With Editor-in-Chief Simoneau in Charge.

    PubMed

    Nyland, John A

    2015-12-01

    As Editor-in-Chief, Dr Guy G. Simoneau and his editorial board have taken JOSPT from an acceptable US-based journal to a highly influential worldwide force behind contemporary orthopaedic and sports physical therapy research and practice. Today, the bridge Dr Simoneau constructed spans the orthopaedic and sports physical therapy globe for the betterment of clinical practice and research. His work fully supports JOSPT's latest strategic plan to provide value-added knowledge translation, develop a broader authorship and readership, increase global marketing of the JOSPT brand, and expand current relationships to new partners and stakeholders. The bridge places JOSPT on very firm footing, tying its rich history to the promise of an exciting and successful future.

  18. Basic history taking and the avian physical examination.

    PubMed

    Rich, G A

    1991-11-01

    As one may readily see, the basic avian physical examination should be an extensive, thorough procedure. A wide array of diseases and conditions can be detected during the examination. A flow sheet or checklist should be instituted to maintain consistency and cover all aspects of the history and physical examination. I highly recommend as an adjunct to the basic physical examination Gram stains of the choanae, crop, and cloacae or feces. Owing to the fact that a great number of compromised avian patients either are ill because of gram-negative bacteria or have become more compromised by opportunistic organisms such as yeast or gram-negative bacteria, identification of these conditions greatly facilitates treatment and recovery of the avian patient. Other ancillary tests, such as fecal flotation, complete blood count, culture and sensitivity, Chlamydia test, chemistry profile, radiology, and laparotomy/laparoscopy, are available to the practitioner to aid in the diagnosis of various diseases involving the avian patient. [Editor's note: The editors suggest that the complete blood count be done before an extensive physical examination is undertaken to avoid a stress hemogram.

  19. TH-C-204-00: Medical Physics Workshop: An Update On the Journal’s Improvement Activities and Guidance On Writing and Reviewing Papers

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    NONE

    In this presentation, the Editors will outline our vision for the future of Medical Physics and review recent work-in-progress initiatives to implement this vision. Finally, we will close with guidance to authors on how to write a good Medical Physics paper. A major focus will be the transition to a new publisher in 2017 following a more than 40-year association with American Institute of Physics Publishing (AIPP). Vision for Medical Physics and status of current initiatives: Jeff Williamson, Editor-in-Chief The broad vision of Medical Physics is “to continue the Journal’s tradition of publishing the very best science that propels ourmore » discipline forward and improves our contribution to patient care.” More concretely, the Journal should be the preeminent forum for exchange of cutting edge medical physics science. We seek to identify the best contributions in (a) high impact clinical physics innovations; (b) clinical translation and validation of basic science innovations; and (c) cutting edge basic science developments with potential for patient care improvements. Among the challenges and opportunities, we face are: electronic-only and open access publishing; competition from new radiological science journals; trends towards more interactive, social-media based scientific communities; and diversification of the medical physics research, authorship, and readership domains, including clinical applications quite foreign to core ABR clinical competencies. Recently implemented and ongoing initiatives include: Revised Table of Contents (TOC) and more contemporary topical submission categories Structured review template in HTML format Comprehensive hierarchical taxonomy for identifying reviewer expertise Formal process for soliciting high quality and impact Review and Vision 20/20 Articles We have recruited four Review Article Co-editors: John Rowlands and Ingrid Reiser (imaging physics) and Joao Seco and Tim Zhu (therapy physics). The Co-Editors will identify timely topics and solicit high profile authors to submit review manuscripts. To submit an article, authors will need to work with an assigned Co-Editor to develop a mutually acceptable outline and abstract. 5) A new and exciting class of articles: Medical Physics Dataset Articles (MPDAs) MPDAs describe scientifically or clinically valuable open-access datasets with high potential for contributing to the research of medical physicists working on related problems. In contrast to Research Articles, MPDAs should not include hypothesis testing; or data analyses supporting generalizable conclusions. The publically accessible dataset must be permanently archived before the MPDA can be published. This initiative is being led by Joe Deasy. Update on new publisher transition: The transition of AAPM scientific publishing operations to a major publishing house is a major opportunity to expand Medical Physics readership and its scholarly impact. The advantages include: (a) common manuscript management and web hosting platforms for Medical Physics and its sister journal, JACMP; (b) greater than 4-fold expansion of subscribing institutions; and (c) resources to mount data-driven, highly targeted marketing campaigns to enhance citation and download rates. A transition update of this epochal development, which has only begun as of this writing (3/31/16), will be given. Improving manuscript quality via structured reviews, enhanced scientific category taxonomy, and outreach: Shiva Das, Therapy Physics Editor Medical Physics is committed to continuous improvement with the ultimate goal of improving the potential impact of accepted manuscripts. In order to do so, Medical Physics must be able to tap into important/emerging areas and be able to select high quality contributions consistently via discerning reviews. Improving the quality of reviews is crucial to selecting high quality manuscripts and also to improving manuscript impact via feedback in the review process. With this in mind, Medical Physics is in the process of: (a) fostering outreach to important areas that are currently underrepresented in Medical Physics; (b) implementing a structured template review form; and (c) implementing a comprehensive scientific category taxonomy to identify reviewers who are best suited to an article. Outreach efforts have begun to various scientific areas. Strategies to increase submissions from these areas will be discussed. As a consequence of this effort, a special issue on particle therapy is under development. A review template was implemented in late 2014 on a limited test basis. Based on reviewer feedback, the template was restructured and shortened to capture essential review elements. The restructured template is due to be released shortly. The new scientific category taxonomy is in the process of being deployed to reviewers and associate editors. Salient aspects of the structured review template and scientific category taxonomy will be discussed in this talk. Writing good scientific papers and responding to critiques: Mitch Goodsitt, Imaging Physics Editor The essential components of the abstract, introduction, methods, discussion and conclusion sections of manuscripts, as well as the desired writing style and style of the figures and tables will be reviewed. Publishable Medical Physics manuscripts must include clear and concise statements of the novelty and clinical and/or scientific importance of the authors’ work. Examples of novelty include: new technical solution to an important clinical problem; new generalizable knowledge; and first demonstration that an existing engineering solution solves a clinical problem. Please note that we encourage authors of recently published conference proceedings (e.g., SPIE, IEEE) papers on novel medical physics related work to submit more substantial versions of that work to our journal. All submissions must include: sufficient background information and rationale; enough detail for others to reproduce the authors’ work; sufficient statistical analysis to refute or validate the authors’ hypotheses; a description of how the present work compares to, is distinct from, and improves upon others’ work; and sections devoted to the limitations of the study and future directions. Writing should be polished. Poor wording, grammar and composition frustrate the review process. Our journal does not have copyeditors for revising manuscripts. When authors receive critiques from the referees and associate editor, the authors should provide a detailed point-by-point response to each comment. The authors’ rebuttal should include the text of the original criticism, the authors’ response, and a pasted copy of the modified text along with the line numbers in the revised article. The new text should be highlighted in a different font color in the revised submission. Following these recommendations will improve submissions and facilitate the review process.« less

  20. An Update on Tectonics

    NASA Astrophysics Data System (ADS)

    Geissman, John W.; Faccenna, Claudio; Niemi, Nathan A.

    2014-10-01

    In February 1982, the first issue of Tectonics was published. In the editorial policy statement for the journal, founding editors John Dewey, Paul Tapponier, and Clark Burchfiel wrote, "The central theme of Tectonics is the mechanical and thermal evolution of the lithospheric crust and mantle and the way that this is reflected in cratons, basins and mountains from the broad regional scale to the fine scale." The editors further stated, "We expect that papers on these and related topics would emanate from a wide variety of earth science disciplines ranging from physical modeling to geological field observation." Finally, with the confidence from this incredible team of editors, they noted, "We are aiming for a very rapid review process, allowing a maximum of about 1 month between submission and notification to the author of acceptance or rejection."

  1. EDITORIAL: Editorial from the new Editor-in-Chief for 2014 Editorial from the new Editor-in-Chief for 2014

    NASA Astrophysics Data System (ADS)

    Graham, W. G.

    2014-02-01

    I am honoured to take on the leadership of Plasma Sources Science and Technology (PSST) as the successor to Professor Mark J Kushner, with whom I have had the pleasure to work on the journal for many years. Under Mark's insightful and energetic leadership over the last six years, PSST has cemented its position as the journal of choice within its subject area and is now one of the most successful journals in the field. In this first issue of 2014, I would like to reflect on some of the events and achievements of 2013. At the start of the year the PSST Editorial Board, recognizing the vital importance of atomic, molecular and optical (AMO) data to low-temperature plasma physics, agreed that PSST would accept papers reporting such new data, generated through both experiment and theory. Jonathan Tennyson joined the Editorial Board to represent this area. In March Anne Bourdon joined the Associate Editor team and has since then played a key part in the journal's review process alongside our other Editors. During the autumn, PSST moved to a new editorial management system. In December Deborah O'Connell was awarded the 2013 Hershkowitz Early Career Award and Review and joins the Editorial Board as of 2014. I would also like to thank Miles Turner for his work in leading the drafting of a guide on the details necessary in the reporting of the results of computer simulations; the main conclusions of this report have been incorporated into the journal policy. Overall 2013 has been another successful year for PSST; paper submissions were up by 8% on the previous year and there was the highest ever number of downloads of PSST papers in one year. Another noteworthy feature of 2013 was the continuing improvement in publication times while maintaining our high standards for acceptance and providing expert feedback coupled with encouragement particularly to younger researchers and groups. Largely as a result of the hard work of our referees and Associate Editors, the average time from receipt-to-first decision of a paper is only 50 days. In 2014 we will continue to support the low-temperature plasma physics community through the publication of special topical issues. Those already scheduled for next year are: Transport in B-fields in low temperature plasmas, Guest Editors: Rod Boswell and Igor D Kaganovich Spots and patterns on electrodes of gas discharges, Guest Editors: Mikhail S Benilov and Ulrich Kogelschatz Interaction of electromagnetic waves with low temperature plasmas, Guest Editors: Osamu Sakai and Shahid Rauf We will also launch a new feature: LabTalks, a way in which our authors can showcase their group's work and communicate their research published in PSST to a wider audience. Full details are on the PSST website. Along with the leadership team, made up of Associate Editors, Anne, Nick and Richard and the great PSST staff at Institute of Physics Publishing, led by Alice Malhador, I will strive to grow, improve and deliver a journal which reflects the excellent science from the low-temperature plasma community. We hope we can continue to count on your vital support as authors and referees.

  2. New Editor-in-Chief for Journal of Physics D: Applied Physics New Editor-in-Chief for Journal of Physics D: Applied Physics

    NASA Astrophysics Data System (ADS)

    2011-04-01

    The Institute of Physics is delighted to announce that the new Editor-in-Chief for Journal of Physics D: Applied Physics will be Professor Giorgio Margaritondo of École Polytechnique Fédérale de Lausanne, Switzerland. Giorgio will, with the help of his world-class Editorial Board, maintain standards of scientific rigour whilst ensuring that research published is of the highest quality. 'I would like to praise, in particular, the leadership of my immediate predecessor and good friend, Pallab Battacharya, the pilot of the years of major qualitative growth.' said Professor Margaritondo. 'Being Pallab's successor makes my new responsibility even more challenging!' Professor Margaritondo received the Laurea Summa cum Laude from the University of Rome in 1969. He has been a full professor of Applied Physics at the EPFL since 1990. In 2001, he became Dean of the EPFL Faculty of Basic Sciences. In 2004, he was nominated Provost and he served until 2010, when he became Dean of Continuing Education. He previously worked at the Italian National Research Council, at Bell Laboratories and at the University of Wisconsin-Madison. His research activity concerns the physics of semiconductors and superconductors (electronic states, surfaces and interfaces) and of biological systems; his main experimental techniques are electron spectroscopy and spectromicroscopy, x-ray imaging and scanning near-field microscopy, including experiments with synchrotron light and with free electron lasers. Author of more than 650 scientific publications and 9 books, he was also coordinator in 1995-98 of the scientific division of the Elettra synchrotron in Trieste. In 1997-2003 he was coordinator of the European Commission Round Table on synchrotron radiation. He is the president of the Council of the European Commission Integrated Initiative on Synchrotron and Free Electron Laser Science (IA-SFS and then ELISA), the largest network in the world in this domain. He is Fellow of the American Physical Society and of the American Vacuum Society and Fellow and Chartered Physicist of the Institute of Physics.

  3. STS 51-L crewmembers briefed during training session

    NASA Image and Video Library

    1986-01-08

    S86-25186 (December 1985) --- Five members of the prime crew for NASA?s STS-51L mission and a backup crew member are briefed during a training session in the Johnson Space Center?s (JSC) Shuttle Mock-up and Integration Laboratory. From left to right are astronaut Ellison S. Onizuka, mission specialist; Ronald E. McNair, mission specialist; Gregory D. Jarvis, Hughes payload specialist; Judith A. Resnik, mission specialist; Sharon Christa McAuliffe, citizen observer/payload specialist representing the Teacher-in-Space Project; and Barbara R. Morgan, backup payload specialist. The photograph was taken by Keith Meyers of the New York Times. EDITOR?S NOTE: The STS-51L crew members lost their lives in the space shuttle Challenger accident moments after launch on Jan. 28, 1986 from the Kennedy Space Center (KSC). Photo credit: NASA

  4. Crocodile Physics. [CD-ROM].

    ERIC Educational Resources Information Center

    1999

    This high school physics resource is a simulator for optics, electronics, force, motion, and sound. Students can study oscillations, look at sound waves, and use probes to graph a wide variety of quantities. Over 100 activities are pre-written, and students can easily create their own additional activities using the multimedia editor. (WRM)

  5. PUBLISHER'S ANNOUNCEMENT: Editorial developments Editorial developments

    NASA Astrophysics Data System (ADS)

    Gillan, Rebecca

    2009-01-01

    We are delighted to announce that from January 2009, Professor Murray T Batchelor of the Australian National University, Canberra will be the new Editor-in-Chief of Journal of Physics A: Mathematical and Theoretical. Murray Batchelor has been Editor of the Mathematical Physics section of the journal since 2007. Prior to this, he served as a Board Member and an Advisory Panel member for the journal. His primary area of research is the statistical mechanics of exactly solved models. He holds a joint appointment in mathematics and physics and has held visiting positions at the Universities of Leiden, Amsterdam, Oxford and Tokyo. We very much look forward to working with Murray to continue to improve the journal's quality and interest to the readership. We would like to thank our outgoing Editor-in-Chief, Professor Carl M Bender. Carl has done a magnificent job as Editor-in-Chief and has worked tirelessly to improve the journal over the last five years. Carl has been instrumental in designing and implementing strategies that have enhanced the quality of papers published and service provided by Journal of Physics A: Mathematical and Theoretical. Notably, under his tenure, we have introduced the Fast Track Communications (FTC) section to the journal. This section provides a venue for outstanding short papers that report new and timely developments in mathematical and theoretical physics and offers accelerated publication and high visibility for our authors. During the last five years, we have raised the quality threshold for acceptance in the journal and now reject over 60% of submissions. As a result, papers published in Journal of Physics A: Mathematical and Theoretical are amongst the best in the field. We have also maintained and improved on our excellent receipt-to-first-decision times, which now average less than 50 days for papers. We have recently announced another innovation; the Journal of Physics A Best Paper Prize. These prizes will honour excellent papers that make outstanding contributions to the field and we look forward to awarding the inaugural prizes in May 2009. With the help of Murray Batchelor and our distinguished Editorial Board, we will be working to further improve the quality of the journal whilst continuing to offer excellent services to our readers, authors and referees. We hope that you benefit from reading the journal. If you have any comments or questions, please do not hesitate to contact us at jphysa@iop.org. Rebecca Gillan Publisher

  6. PUBLISHER'S ANNOUNCEMENT: Editorial developments

    NASA Astrophysics Data System (ADS)

    2009-01-01

    We are delighted to announce that from January 2009, Professor Murray T Batchelor of the Australian National University, Canberra will be the new Editor-in-Chief of Journal of Physics A: Mathematical and Theoretical. Murray Batchelor has been Editor of the Mathematical Physics section of the journal since 2007. Prior to this, he served as a Board Member and an Advisory Panel member for the journal. His primary area of research is the statistical mechanics of exactly solved models. He holds a joint appointment in mathematics and physics and has held visiting positions at the Universities of Leiden, Amsterdam, Oxford and Tokyo. We very much look forward to working with Murray to continue to improve the journal's quality and interest to the readership. We would like to thank our outgoing Editor-in-Chief, Professor Carl M Bender. Carl has done a magnificent job as Editor-in-Chief and has worked tirelessly to improve the journal over the last five years. Carl has been instrumental in designing and implementing strategies that have enhanced the quality of papers published and service provided by Journal of Physics A: Mathematical and Theoretical. Notably, under his tenure, we have introduced the Fast Track Communications (FTC) section to the journal. This section provides a venue for outstanding short papers that report new and timely developments in mathematical and theoretical physics and offers accelerated publication and high visibility for our authors. During the last five years, we have raised the quality threshold for acceptance in the journal and now reject over 60% of submissions. As a result, papers published in Journal of Physics A: Mathematical and Theoretical are amongst the best in the field. We have also maintained and improved on our excellent receipt-to-first-decision times, which now average less than 50 days for papers. We have recently announced another innovation; the Journal of Physics A Best Paper Prize. These prizes will honour excellent papers that make outstanding contributions to the field and we look forward to awarding the inaugural prizes in May 2009. With the help of Murray Batchelor and our distinguished Editorial Board, we will be working to further improve the quality of the journal whilst continuing to offer excellent services to our readers, authors and referees. We hope that you benefit from reading the journal. If you have any comments or questions, please do not hesitate to contact us at jphysa@iop.org. Rebecca Gillan Publisher

  7. "Merci a tous et a toutes de votre propagande, si pleine de charme et de sourires": On Tour with the Socialist Travelling Colony "Gentse Volkskinderen" (1898-1915)

    ERIC Educational Resources Information Center

    Vanobbergen, Bruno; Simon, Frank

    2011-01-01

    At the end of the nineteenth century Aime Bogaerts, a Socialist primary school teacher at a Ghent municipal school and from 1901 on the chief editor of the Socialist newspaper "Vooruit", began a new educational initiative: "the children of the popular classes from Ghent" ("De Gentsche Volkskinderen"). Children from…

  8. EDITORIAL: Message from the Editor Message from the Editor

    NASA Astrophysics Data System (ADS)

    Thomas, Paul

    2010-02-01

    This year Nuclear Fusion celebrates its fiftieth anniversary. This has been marked by the January special edition, containing papers presented at the plenary and celebratory evening session of the 22nd Fusion Energy Conference at Geneva. These papers underline the enormous progress that has been made in the last 50 years both in experiment and theory. Whilst the technical challenges that we face are still formidable, they are largely concerned with engineering a fusion reactor rather than fundamental plasma physics. In my editorial of a year ago, I remarked on the price of oil and the incentive that it gives to develop nuclear fusion into a viable energy source. This last year, attention has shifted somewhat from the markets to the environment and the Copenhagen climate summit in particular. The timescale for action on the environment is much shorter than we can possibly match and so we can only play our part towards developing long term solutions. Our responsibility is to present a programme that has the clear goal in developing a sustainable source of energy and, as the next step, make an unambiguous success of ITER. The Nuclear Fusion journal has continued to make an important contribution to the research programme and has maintained its position as the leading journal in the field. The journal depends entirely on its authors and referees and so I would like to thank them all for their work in 2009 and look forward to a continuing, successful collaboration in 2010. Refereeing The Nuclear Fusion Editorial Office understands how much effort is required of our referees. The Editorial Board decided that an expression of thanks to our most loyal referees is appropriate and so, since January 2005, we have been offering the top ten most active referees over the past year a personal subscription to Nuclear Fusion with electronic access for one year, free of charge. This year, seven of the top referees have reviewed four or more manuscripts in the period November 2008 to November 2009 and provided particularly detailed advice to the authors. The other three have been very helpful in 'minority fields'. We have excluded our Board members, Guest Editors of special editions and those referees who were already listed in the last four years. Guest Editors' work on papers submitted to their Special Issues is also excluded from consideration. The following people have been selected: Tomonori Takizuka, JAEA-Naka Fusion Institute, Japan Rudolf Neu, Max-Planck-Institut für Plasmaphysik, Germany Sibylle Guenter, Max-Planck-Institut für Plasmaphysik, Germany Taik-Soo Hahm, Princeton Plasma Physics Laboratory, United States David R. Mikkelsen, Princeton Plasma Physics Laboratory, United States Peter C. de Vries, EURATOM/UKAEA Fusion Association, United Kingdom Yasuhiro Suzuki, National Institute for Fusion Science, Japan Jerzy Wolowski, Institute of Plasma Physics and Laser Microfusion, Poland Tetsuo Tanabe, Kyushu University, Japan Yasuyuki Yagi, National Institute of Advanced Industrial Science and Technology, Japan Congratulations and many, many thanks! The Guest Editors of special editions deserve a special mention for the excellent help that they have given us. They are: Taik-Soo Hahm, Princeton Plasma Physics Laboratory, United States, Special Issue on H-Mode Physics and Transport Barriers Yaroslav Kolesnichenko, Institute for Nuclear Research, Ukraine, Special Issue on Energetic Particles in Magnetic Confinement Systems Kimitaka Itoh, National Institute for Fusion Science, Japan and Howard R. Wilson, University of York, UK, Special Issue on Plasma Instabilities Bernhard Unterberg, Forschungszentrum Juelich, Germany, Special Issue on Stochastic Fusion Plasma In addition, there is a group of several hundred referees who have helped us in the past year to maintain the high scientific standard of Nuclear Fusion. At the end of this issue we give the full list of all referees for 2009. Our thanks to them! Authors The winner of the 2009 Nuclear Fusion award was Steven A. Sabbagh et al for the paper entitled 'Resistive wall stabilized operation in rotating high beta NSTX plasmas' (Nucl. Fusion 46 635-644). Reviews Last year I announced a revival of Nuclear Fusion Reviews, following a decision by the Board of Editors. 'A review of zonal flow experiments', by Akihide Fujisawa was the first fruit of this. In 2010, we are expecting to publish further review articles, the first of which is entitled 'Gyrokinetic simulations of turbulent transport' by Xavier Garbet, Yasuhiro Idomura, Laurent Villard and Tomo-Hiko Watanabe. Letters At the 2009 Board of Editors Meeting in Atlanta, the current letters procedure was summarized and it was noted that the peer review time for Letters is quite variable. Some are accepted within a month of submission, others take longer. Since the purpose of Letters is to provide a route for rapid communication, this is quite an important matter. It was agreed that the Board of Editors would play a more active role in the Letter approval process. If a reviewer asks for a second revision the Editor or a Board of Editors member will be queried as to whether the submission should still be treated as a Letter rather than a regular Paper. The Board of Editors The following Board of Editors members reached the end of their term in 2009: Amanda Hubbard, Yaroslav Kolesnichenko, Kunioki Mima, Boris Sharkov and Michael Ulrickson. On behalf of the Nuclear Fusion Office and the Chairman of the Board of Editors, Mitsuru Kikuchi, I would like to thank them for their efforts in support of the journal. At the same time, we welcomed: Hiroshi Azechi, Xuru Duan, Richard Hawryluk, Sergey Konovalov, Bruce Lipschultz, Peter Norreys, Francesco Romanelli, Tony Taylor and Hartmut Zohm. I am sure that such an illustrious group does not need any introduction to the readers of Nuclear Fusion and I am confident that the new members can only further the success of the journal. It is with great sadness that I have to note the passing away of the following former members of the Board of Editors: Ravindra Sudan (1975 to 1984), Joe Di Marco (1984 to 1991) and Roy Bickerton (1975 to 1986). The Nuclear Fusion Office and IOP Publishing Just as the journal depends on the authors and referees, so its success is also due to the tireless and largely unsung efforts of the Nuclear Fusion Office in Vienna and IOP Publishing in Bristol. I would like to express my personal thanks to Maria Bergamini-Roedler, Katja Haslinger, Sophy Le Masurier, Yasmin McGlashan, Caroline Wilkinson, Sarah Ryder, Rachael Kriefman and Katie Gerrard for the support that they have given to me, the authors and the referees. Season's Greetings The January special edition delayed this editorial for a month. Nevertheless, I would like belatedly to wish our readers, authors, referees and Board of Editors the season's greetings and thank them for their contributions to Nuclear Fusion in 2009.

  9. CALL FOR PAPERS: Progress in Supersymmetric Quantum Mechanics

    NASA Astrophysics Data System (ADS)

    2003-11-01

    This is a call for contributions to a Special Issue of Journal of Physics A: Mathematical and General entitled `Statistical Physics of Disordered Systems: from Real Materials to Optimization and Codes'. This issue should be a place for high quality original work. We stress the fact that we are interested in having the topic interpreted broadly: we would like to have contributions ranging from equilibrium and dynamical studies of spin glasses, glassy behaviour in amorphous materials, and low temperature physics, to applications in non-conventional areas such as error correcting codes, image analysis and reconstruction, optimization, and algorithms based on statistical mechanical ideas. We believe that we have arrived at a very exciting moment for the development of this multidisciplinary approach, and that this issue will be of a high standard and prove to be a very useful tool in the future. The Editorial Board has invited E Marinari, H Nishimori and F Ricci-Tersenghi to serve as Guest Editors for the Special Issue. Their criteria for acceptance of contributions are the following: bullet The subject of the paper should relate to the statistical physics of disordered systems. bullet Contributions will be refereed and processed according to the usual procedures of the journal. bullet Papers should be original (they should not be simply reviews of authors' own work that is already published elsewhere). bullet Review articles will be considered for inclusion in the Special Issue only in very special cases. The editors will analyse potential proposals of reviews, and if needed they will ask for some review contributions. The guidelines for the preparation of contributions are the following: bullet The deadline for submission of contributions is 31 March 2003. This deadline will allow the Special Issue to appear in about October 2003. bullet There is a nominal page limit of 15 printed pages (approximately 9000 words) per research contribution. The contributions that have been approved by the Guest Editors as review articles will have a limit of 30 printed pages (18000 words). Papers exceeding these limits may be accepted at the discretion of the Guest Editors. Further advice on publishing your work in Journal of Physics A: Mathematical and General may be found at www.iop.org/Journals/jphysa. bullet Contributions to the Special Issue should if possible be submitted electronically at www.iop.org/Journals/jphysa or by e-mail to jphysa@iop.org, quoting `JPhysA Special Issue -- Statistical Physics of Disordered Systems'. Submissions should ideally be in either standard LaTeX form or Microsoft Word. Please see the web site for further information on electronic submissions. bullet Authors unable to submit electronically may send hard copy contributions to: Publishing Administrators, Journal of Physics A, Institute of Physics Publishing, Dirac House, Temple Back, Bristol BS1 6BE, UK, enclosing the electronic code on floppy disk if available and quoting `JPhysA Special Issue -- Statistical Physics of Disordered Systems'. bullet All contributions should be accompanied by a read-me file or covering letter giving the postal and e-mail addresses for correspondence. The Publishing Office should be notified of any subsequent change of address. This Special Issue will be published in both paper and online editions of the journal. The corresponding author of each contribution will receive a complimentary copy of the issue in addition to the usual 25 free offprints of their article. E Marinari, H Nishimori and F Ricci-Tersenghi Guest Editors

  10. PREFACE: VII Brazilian Congress on Metrology (Metrologia 2013)

    NASA Astrophysics Data System (ADS)

    Costa-Félix, Rodrigo; Bernardes, Americo; Valente de Oliveira, José Carlos; Mauro Granjeiro, José; Epsztejn, Ruth; Ihlenfeld, Waldemar; Smarçaro da Cunha, Valnei

    2015-01-01

    SEVENTH BRAZILIAN CONGRESS ON METROLOGY (METROLOGIA 2013) Metrology and Quality for a Sustainable Development From November 24th to 27th 2013 was issued the Seventh Brazilian Congress on Metrology (Metrologia 2013), which is a biannual conference organized and sponsored by the Brazilian Society of Metrology (SBM) and the Brazilian National Institute of Metrology, Quality and Technology (Inmetro). This edition was held in the charming and historical city of Ouro Preto, MG, Brazil, and aimed to join people and institutions devoted to the dissemination of the metrology and conformity assessment. The Metrologia 2013 Conference consisted of Keynote Speeches (7) and regular papers (204). Among the regular papers, the 47 most outstanding ones, comprising a high quality content on Metrology and Conformity Assessment, were selected to be published in this issue of the Journal of Physics: Conference Series. The topics of the conference covered all important areas of Metrology, which were agglutinated in the following sessions in the present issue: . Physical Metrology (Acoustics, Vibration and Ultrasound; Electricity and Magnetism; Mechanics; Optics); . Metrology on Ionizing Radiations; . Time and Frequency; . Chemistry Metrology; . Materials Metrology; . Biotechnology; . Uncertainty, Statistics and Mathematics; . Legal Metrology; . Conformity Assessment. It is our great pleasure to present this volume of IOP Journal of Physics: Conference Series (JPCS) to the scientific community to promote further research in Metrology and related areas. We believe that this volume will be both an excellent source of scientific material in the fast evolving fields that were covered by Metrologia 2013. President of the congress Americo Bernardes Federal University of Ouro Preto atb@iceb.ufop.br Editor-in-chief Rodrigo Costa-Félix Brazilian National Institute of Metrology, Quality and Technology rpfelix@inmetro.gov.br Editors José Carlos Valente de Oliveira (Editor on Mechanical Metrology) Brazilian National Institute of Metrology, Quality and Technology jcoliveira@inmetro.gov.br José Mauro Granjeiro (Editor on Biotechnology) Brazilian National Institute of Metrology, Quality and Technology jmgranjeiro@inmetro.gov.br Ruth Epsztejn (Editor on Conformity Assessment) Brazilian National Institute of Metrology, Quality and Technology repsztejn@inmetro.gov.br Waldemar Ihlenfeld (Editor on Electrical Metrology) Brazilian National Institute of Metrology, Quality and Technology wgihlenfeld-pronametro@inmetro.gov.br Valnei Smarçaro da Cunha (Editor on Chemistry Metrology) Brazilian National Institute of Metrology, Quality and Technology vscunha@inmetro.gov.br Technical and Scientific Committee for Metrologia 2013 Ado Jório (UFMG) Carlos Achete (UFRJ, Inmetro) Flávio Vasconcelos (UFMG) Giorgio Moscati (USP) Hans Peter Grieneisen (Inmetro) Humberto Brandi (Inmetro) José Carlos Valente de Oliveira (Inmetro) José Guilherme Pereira Peixoto (IRD) José Mauro Granjeiro (Inmetro) Luiz Claudio Moreira Paschoal (Petrobras) Luis Fernado Rust (Inmetro) Luiz Silva Mello (PUC RJ) Marcos Nogueira Eberlin (Unicamp) Oleksii Kuznetsov (Inmetro) Regis Landim (Inmetro) Ricardo Carvalho (ON) Rodrigo Costa-Felix (Inmetro) Romeu José Daroda (Inmetro) Ruth Epsztejn (Inmetro) Valnei Smarçaro da Cunha (Inmetro) Valter Aibe (Inmetro) Waldemar Guilherme Kürten Ihlenfeld (PTB) Wanderley de Souza (UFRJ, Inmetro)

  11. Physics Teachers' Views on Their Initial Teacher Education

    ERIC Educational Resources Information Center

    Buabeng, Isaac; Conner, Lindsey; Winter, David

    2016-01-01

    This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be…

  12. Comment

    NASA Astrophysics Data System (ADS)

    2001-07-01

    Good teaching isn't a hardware problem Stuart Robertson, a physics teacher by training, now works to ensure that teachers are fully trained to use Information and Communication Technology (ICT) and that all Scottish students leave school competent with the basics of using computers. He addressed the Stirling meeting of physics teachers at the end of May. So, how do governments measure progress with ICT? They measure the numbers of schools with full internet access, the proportion of teachers with e-mail, the numbers of computers in classrooms and so on. One of England's most successful state schools (by exam results) boasts 26 interactive whiteboards, and in the UK there seems to be a feeling that lots of hardware = good school. Teaching isn't that simple. We don't need expensive research to know that just using a computer won't make teaching necessarily better. Robertson knows this and advises: don't be driven by technology—be driven by what you can do with it. Good teaching has always been about using the resources at hand, and it still is. Our aim at Physics Education is support the teaching of physics by reviewing and discussing new teaching tools— hardware and software (see Reviews). That's not to say that we must all be using expensive electronic boxes of tricks to reinforce every concept. We don't need computers to teach physics. I really doubt that my teachers, back in the 1970s, would have taught me much more physics if we had had computers in our lab. In this issue of Physics Education we have examples of some very straight-forward demonstrations and experiments—with no computer involvement whatsoever. But we also have some computer-interfaced activities and some computer-based investigations. We recognize that some institutions have an erratic electricity supply and few, if any, computers. Others are being driven to use as much electronic gadgetry as possible, following the mistaken assumption that this is, in itself, educationally better. Other schools and colleges are exploring electronic learning through the internet and virtual labs (see Steve Mellema's use of IT in his Lecture for the 21st Century). We aim to provide useful material for everybody at and in between the extremes. But some words of caution, sounded by Robertson in Stirling: today we might find that our classes are motivated and interested when we use computers, but how long will the excitement last? If every lesson faces children with computer screens will they soon get bored and demotivated? Individual learning, through worksheets, was a great success when it was developed in the 70s, but when every lesson faced a child with yet another worksheet, students were turned off. It became known as 'death by a thousand worksheets'. Let's not abuse computers in the same way. Physics for the beach and the igloo Physics is about being cool, as we are always trying to tell our students! In this 'summer' issue we have two papers which allow us to demonstrate this practically. I should also like to remind readers that Physics Education is available online (www.iop.org/Journals/pe) in addition to the paper version. The electronic version has the advantages of hotlinks to websites, search facilities and the ability to download teaching materials. My guess is that we haven't begun to explore the possibilities of the electronic journal as a teaching resource for teachers. If it can be stored electronically, we can include it as a multimedia clip pictures, worksheets, spreadsheets, videos, sounds... But there are also many advantages of paper—convenience and permanence being just two. Physics Education is a worthwhile publication and it feels like that in your hand. Having a journal like this, to put in my bag, or stack on my bookshelf, still feels good to me. And judging by readers' comments, you agree. IOPP will, no doubt, support both formats for a long time to come. So, this summer, enjoy the format you are reading, read Physics Education on screen or on the beach, reflect on your teaching, your students' learning and remind yourself that physics really can be cool. Editor: Kerry Parker

  13. Researching the Real: Transforming the Science Fair through Relevant and Authentic Research

    NASA Astrophysics Data System (ADS)

    Davidson, Rosemary McBryan

    This teacher research study documents the processes used to help students in an all-female, religious-based high school create science fair projects that are personally meaningful, scientifically sophisticated and up-to date in terms of science content. One-hundred sixteen young women in an honors chemistry class were introduced by their teacher to the methods used by science journalists when researching and crafting articles. The students then integrated these strategies into their science fair research through collaborative classroom activities designed by their teacher. Data collected during the process included audio and video tapes of classroom activities, student interviews, process work, finished projects, email conversations and the reflective journaling, annotated lesson plans, and memories of the lived experience by the teacher. The pedagogical changes which resulted from this project included the use of Read Aloud-Think Alouds (RATA) to introduce content and provide relevance, a discussion based topic selection process, the encouragement of relevant topic choices, the increased use of technology for learning activities and for sharing research, and an experimental design process driven by the student's personally relevant, topic choice. Built in feedback loops, provided by the teacher, peer editors and an outside editor, resulted in multiple revisions and expanded opportunities for communicating results to the community-at-large. Greater student engagement in science fair projects was evident: questioning for understanding, active involvement in decision making, collaboration within the classroom community, experience and expertise with reading, writing and the use of technology, sense of agency and interest in science related activities and careers all increased. Students communicated their evolving practices within the school community and became leaders who promoted the increased use of technology in all of their classes. Integrating journalistic practices into the research projects of these honors chemistry students also brought about positive changes in the attitude of the students toward science. The pedagogy implemented was successful at increasing the engagement of the participants in their own learning processes as well as increased interest in science. Moreover, the teacher researcher has expanded her skill set and is transitioning toward a more student-centered classroom. While this study focused on 116 honors chemistry students over the course of three years, it identified changes in practices that can be taken up and examined more broadly by science teachers who include science fairs as part of their curriculum.

  14. Book Review: New Perspectives on Technical Editing

    NASA Astrophysics Data System (ADS)

    Murphy, A. J. (Ed.); Sterken, Christiaan

    2012-08-01

    New Perspectives on Technical Editing by Avon J. Murphy (ed.) ISBN : 978-0895033949 (2010) Baywood Publishing Company Inc, Hardcover, 210 pages, 35.5 GBP This book presents a collection of 10 chapters dealing with diverse aspects of technical editing (ie, editorial planning, and analysis and structural changes made to other people's technological documents): research in technical editing, trends and teaching of technical editing, copyediting, and technical journal editing. The role and function of the modern journal and book editor is also dealt with in detail. Each chapter is written by an expert in the field: senior editors, university professors in technical communication, technical writers and linguists. The ever-evolving role of the editor is clearly elucidated in several historical reviews, and in the descriptions of the expectations for the future. A very striking aspect of this book is its extensive collection of bibliographic resources: every chapter lists dozens of very useful references, and the closing chapter, and annotated bibliography, contain many not so well known references, and are most useful. All in all, the book is a treasure trove listing more than 400 references, in addition to numerous webpage URLs embedded in the texts. The book is designed to help the reader to understand current practices and norms in technical editing, and to help to take action in editing as well as in teaching and educating would-be editors. The audience for this book thus includes editors and teachers, but also writers, researchers and students. A deep reading of this book will result in a better understanding of the difference between full technical editing and its much narrower component so well known as copyediting, and will convince any prospective editor that editing should not be undertaken if the people involved do not master the art of precision and accuracy in technical (as well as in human) communication, do not possess the technical know how and computer skills, or do not have a very broad knowledge base. The language fluency of every contributor makes this book a pleasure to read, and this particular volume of Baywood's Technical Communications Series is very well edited. The subject index covers almost 8 two-column pages.

  15. Greetings from the new Editor-in-Chief, Ronald Stambaugh Greetings from the new Editor-in-Chief, Ronald Stambaugh

    NASA Astrophysics Data System (ADS)

    Stambaugh, Ronald

    2012-04-01

    I am very pleased to join the outstanding leadership team for the journal Nuclear Fusion as Scientific Editor. The journal's high position in the field of fusion energy research derives in no small measure from the efforts of the IAEA team in Vienna, the production and marketing of IOP Publishing, the Board of Editors led by its chairman Mitsuru Kikuchi, the Associate Editor for Inertial Confinement Max Tabak and the outgoing Scientific Editor, Paul Thomas. During Paul's five year tenure submissions have grown by over 40%. The usage of the electronic journal has grown year by year with about 300 000 full text downloads of Nuclear Fusion articles in 2011, an impressive figure due in part to the launch of the full 50 year archive. High quality has been maintained while times for peer review and publishing have been reduced and the journal achieved some of the highest impact factors ever (as high as 4.27). The journal has contributed greatly to building the international scientific basis for fusion. I was privileged to serve from 2003 to 2010 as chairman of the Coordinating Committee for the International Tokamak Physics Activity (ITPA) which published in Nuclear Fusion the first ITER Physics Basis (1999) and its later update (2007). The scientific basis that has been developed to date for fusion has led to the construction of major facilities to demonstrate the production of power-plant relevant levels of fusion reactions. We look forward to the journal continuing to play a key role in the international effort toward fusion energy as these exciting major facilities and the various approaches to fusion continue to be developed. It is clear that Nuclear Fusion maintains its position in the field because of the perceived high quality of the submissions, the refereeing and the editorial processes, and the availability and utility of the online journal. The creation of the Nuclear Fusion Prize, led by the Board of Editors chairman Mitsuru Kikuchi, for the most outstanding paper published in the journal each year has furthered the submission and recognition of papers of the highest quality. The accomplishments of the journal's team over the last five years will be a tough act to follow but I look forward to working with this competent and dedicated group to continue the journal's high standards and ensure that Nuclear Fusion remains the journal of choice for authors and readers alike.

  16. Editorial development

    NASA Astrophysics Data System (ADS)

    Wileman, Chris

    2013-01-01

    We are delighted to announce that from January 2013, Professor Edgar Knobloch of the University of California, Berkeley, USA, will be the new co-Editor-in-Chief of Nonlinearity, joining current co-Editor-in-Chief Professor Anatoly Neishtadt. Edgar comes to the position with a wealth of experience, including a spell as a valued member of the Editorial Board of Nonlinearity, and wide respect from across the nonlinear science community. We very much look forward to working with Edgar to continue to develop the journal's high standards of quality and interest to the readership. Whilst welcoming Edgar to the position, we would also like to extend our gratitude to Professor Jon Keating for his tremendous contribution to Nonlinearity during his time as co-Editor-in-Chief. Jon joined the journal in 1997 as a member of the Editorial Board, taking over as co-Editor-in-Chief in 2004. Throughout his time as both a member of the Editorial Board and as a co-Editor-in-Chief, Jon worked tirelessly to uphold the highest quality standards and to ensure that Nonlinearity is a place where researchers can both read and publish the most stimulating work in nonlinear science. His joint leadership with Professor Anatoly Neishtadt has seen Nonlinearity continue from strength to strength. Jon will be sorely missed. On behalf of the London Mathematical Society, Institute of Physics and the entire Editorial Board we wish him all the best in the future.

  17. Artificial intelligence in peer review: How can evolutionary computation support journal editors?

    PubMed

    Mrowinski, Maciej J; Fronczak, Piotr; Fronczak, Agata; Ausloos, Marcel; Nedic, Olgica

    2017-01-01

    With the volume of manuscripts submitted for publication growing every year, the deficiencies of peer review (e.g. long review times) are becoming more apparent. Editorial strategies, sets of guidelines designed to speed up the process and reduce editors' workloads, are treated as trade secrets by publishing houses and are not shared publicly. To improve the effectiveness of their strategies, editors in small publishing groups are faced with undertaking an iterative trial-and-error approach. We show that Cartesian Genetic Programming, a nature-inspired evolutionary algorithm, can dramatically improve editorial strategies. The artificially evolved strategy reduced the duration of the peer review process by 30%, without increasing the pool of reviewers (in comparison to a typical human-developed strategy). Evolutionary computation has typically been used in technological processes or biological ecosystems. Our results demonstrate that genetic programs can improve real-world social systems that are usually much harder to understand and control than physical systems.

  18. TH-D-16A-01: Medical Physics Workshop: Editorial Vision and Guidance On Writing and Reviewing Papers

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Williamson, J; Das, S; Goodsitt, M

    On January 1, 2014, editorial leadership of Medical Physics passed from esteemed long-time Editor Bill Hendee to a collective editorial group composed of the three presenters listed above. In this presentation, we would like to outline our vision for the future of Medical Physics and review recent work-in-progress initiatives to implement this vision. Finally, we will close with guidance to authors on how to write a good Medical Physics paper. Vision for Medical Physics and current initiatives: Jeff Williamson, Editor-in-Chief We cannot improve on Dr. Hendee's succinct vision statement “to continue the Journal's tradition of publishing the very best sciencemore » that propels our discipline forward and improves our contribution to patient care.” More concretely, the Journal should be s the preeminent forum for electronic exchange of cutting edge medical physics science. We seek to identify the best contributions in (a) high impact clinical physics innovations; (b) clinical translation and validation of basic science innovations; or (c) cutting edge basic science developments with potential for patient care improvements. Among the challenges and opportunities we face are: are electronic-only and open access publishing; trends towards more interactive, social-media based scientific communities; and diversification of the medical physics research, authorship, and readership domains, including clinical applications quite foreign to core ABR clinical competencies. To address these issues over the next 3 years, we have reduced the size of our Editorial Board and focused its efforts on improving the Journal's impact through 4 working groups (WGs): WG-1: Review process quality and selectivity Creation of 120 member Board of Associate Editors to improve review uniformity by placing Ms. management in fewer hands New reviewer guidelines and templates Answer: “what is the scope of medical physics research?” Recursive taxonomy for tagging review expertise and article contents WG-2 Improving reader experience Redesigning http://MedPhys.org to host interactive features and gateway to electronic issue archive Experimentation with interactive features beginning with “Point/Counterpoint” Data mining and Journal quality evaluation Find out who are audiences are Identify characteristics of high impact articles Measure effectiveness of innovations Outreach to related communities Special issues presenting high-impact work in designated subcommunities Addressing the needs of new research constituencies: engineers, biophysicists, clinicians Guidelines and templates for reviewers and associate editors: Shiva Das, Therapy Physics Editor We will discuss the Med. Phys. review process and a new initiative to create review templates that attempts to address current shortcomings. Template design is informed by the literature on of the review process effectiveness and practices of other journals. Its goals are to provide authors more constructive criticism to improve the manuscript; quantifying perceived importance and potential impact; and providing structured sections that prompt the reviewer to addresses important technical and editorial elements. While the template is recommended to be used, reviewers could alternatively enter their comments in the older free-form style. The expectations of the template are that it will enable consistently thorough, high quality reviews that accurately separate acceptable vs. substandard submissions but continue our tradition of helping authors to enhance papers with high potential. Ultimately, the goal is to reduce variability and subjectivity in the peer-review process, in turn leading to articles with higher research and clinical impact. We will also discuss interesting perspectives from several journals on aspects of the peer-review process such as public input via comments, influence of author-suggested reviewers, and bias in reviewer selection. Writing good scientific papers and responding to critiques: Mitch Goodsitt, Imaging Physics Editor The essential components of the abstract, introduction, methods, discussion and conclusion sections, as well as the desired writing style and style of the figures and tables will be reviewed. Publishable Medical Physics Ms. must include a clear and concise statement of the novelty and clinical and/or scientific importance of their work. Examples of novelty include: new technical solution to an important clinical problem; new generalizable knowledge; or first demonstration that an existing engineering solution solves a clinical problem. Authors must also include: sufficient background information and rationale; enough detail that the work can be reproduced by others; sufficient statistical analysis to refute or validate their hypothesis, how it compares to; is distinct from, and improves upon others' work; and the limitations of their study. When the authors receive critiques from the referees and associate editor, the authors should provide a detailed point-bypoint response to each comment. We now ask that the authors' rebuttal include the text of the original criticism, the authors' response, and the modified text along with the line numbers in the revised article. We also ask that the new text be highlighted in a different font color in the revised submission. These changes and others will be discussed. Their purpose is to facilitate the review process.« less

  19. Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge

    ERIC Educational Resources Information Center

    Asikainen, Mervi A.; Hirvonen, Pekka E.

    2010-01-01

    This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…

  20. Water Resources Research supports water economics submissions

    NASA Astrophysics Data System (ADS)

    Griffin, Ronald C.

    2012-09-01

    AGU's international interdisciplinary journal Water Resources Research (WRR) publishes original contributions in hydrology; the physical, chemical, and biological sciences; and the social and policy sciences, including economics, systems analysis, sociology, and law. With the rising relevance of water economics and related social sciences, the editors of WRR continue to encourage submissions on economics and policy. WRR was originally founded in the mid 1960s by Walter Langbein and economist Allen Kneese. Several former WRR editors have been economists—including David Brookshire, Ron Cummings, and Chuck Howe—and many landmark articles in water economics have been published in WRR.

  1. Osterbrock Prize Lecture: The Coming to Be of the Biographical Encyclopedia of Astronomers

    NASA Astrophysics Data System (ADS)

    Hockey, Thomas A.

    2017-01-01

    The four-volume Biographical Encyclopedia of Astronomers (and cosmologists), second edition, is one of a kind: There is no discipline-specific counterpart in the physical or biological sciences. The BEA is the work of 430 authors, translators, and editors who produced biographies of approximately 1,800 persons, from the beginning of history to the beginning of the era of Big Science. How did this happen? The Editor-in-chief will give a “behind the pages” view of the construction of this first-look, first-reached-from-the-shelf reference work.

  2. Chain Gang-The Chemistry of Polymers (edited by Mickey Sarquis)

    NASA Astrophysics Data System (ADS)

    Collard, David M.

    1999-01-01

    Science in Our World, Vol. 5. Mickey Sarquis, series editor. Terrific Science Press: Middletown, OH, 1995. xiv + 149 pp. ISBN 1-883822-13-0. Spiral-bound, $13.95. Our familiarity with plastics makes polymers ideal examples of chemicals for discussion in K-12 science classes. Most importantly, polymers can be used as examples of chemicals that are safe to handle and of obvious use to society. The structures of polymers are easily represented by a number of models. These simple models go a long way in explaining the familiar physical properties of plastics. However, the introduction of polymers in the classroom relies on the availability of teaching material, experiments, and demonstrations that illustrate concepts in the current science curriculum. Chain Gang-The Chemistry of Polymers, one of the Science in Our World series published by the Center for Chemical Education at Miami University-Middletown (Ohio), will serve as a great resource for teachers interested in providing their students with a series of activities that can be related to their everyday experiences with these ubiquitous chemicals. After a brief introduction to some basic concepts, the book presents a series of 23 experiments. The collection of experiments presented here spans illustrations of chemistry, physical properties, analysis, and processing. Each experiment is recommended as either a hands-on activity or demonstration for various grade levels. A guide for the teacher suggests how the experiment can be used to illustrate topics in the science curriculum. The materials required for each activity are listed in detail, with quantities and sources (all materials are available from Flinn Scientific or hardware stores). There are detailed instructions for preparation of each experiment and how to introduce the experiment to students, and step-by-step instructions for activity. Very importantly, safety and disposal issues are clearly presented. Suggestions for cross-curriculum integration are also provided, with ties to social studies, language arts, art, and mathematics. Chain Gang is an exceptionally useful resource for the motivated, experienced, capable, and confident science teacher. For teachers with less experience in chemistry, the book is ideal for training workshops and in-services. Teachers quickly develop the confidence to explore the activities if they are introduced to the book and led through a handful of experiments in a workshop setting. Our reliance on polymers in such diverse fields as packaging, transportation, health, and construction warrants some discussion of the science of long-chain molecules in K-12 science classrooms. Chain Gang provides plenty of opportunities, which teachers will be able to tailor to their own curriculum. With modest training, these teachers will be armed with activities to excite, intrigue, and motivate their students to consider the role of polymer chemistry in their lives.

  3. Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics

    ERIC Educational Resources Information Center

    Korur, Fikret; Eryilmaz, Ali

    2012-01-01

    Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…

  4. Institute news

    NASA Astrophysics Data System (ADS)

    1999-11-01

    Joining the team A new member of staff has recently joined the Institute of Physics Education Department (Schools and Colleges) team. (Dr) Steven Chapman will have managerial responsibility for physics education issues in the 11 - 16 age range, particularly on the policy side. He will work closely with Mary Wood, who spends much of her time out and about doing the practical things to support physics education pre-16. Catherine Wilson will be spending more of her time working to support the Post-16 Physics Initiative but retains overall responsibility for the department. Steven graduated in Physics and Astronomy and then went on to do his doctorate at Sussex University. He stayed in the research field for a while, including a period at NPL. Then, having decided to train as a teacher, he taught for the last five years, most recently at a brand new school in Sutton where he was Head of Physics. Physics update Dates for `Physics Update' courses in 2000, intended for practising science teachers, are as follows: 1 - 3 April: Malvern College 9 - 10 June: Stirling University 8 - 10 July: York University 8 - 10 December: Oxford University The deadline for applications for the course to be held on 11 - 13 December 1999 at the School of Physics, Exeter University, is 12 November, so any late enquiries should be sent to Leila Solomon at The Institute of Physics, 76 Portland Place, London W1N 3DH (tel: 020 7470 4821) right away. Name that teacher! Late nominations are still welcome for the Teachers of Physics/Teachers of Primary Science awards for the year 2000. Closing date for nominations is `the last week in November'. Further details can be obtained from Catherine Wilson or Barbara Hill in the Institute's Education Department. Forward and back! The Education Group's one-day meeting on 13 November is accepting bookings until almost the last minute, so don't delay your application! The day is entitled `Post-16 physics: Looking forward, learning from the past' and it aims to celebrate the Group's 50th anniversary by examining what has been done, focusing on why and how it was done, with lessons and ambitions for the future. The meeting will be held at Institute Headquarters and the programme is as follows: 10.45 - 11.00 Welcome and introduction (Philip Britton: Chair of the Education Group) 11.00 - 11.45 Examinations and assessment through the ages (Tim Akrill, Chief Examiner for A-level Physics with Edexcel) 11.45 - 12.30 Curriculum reform in physics, past, present and future (Professor Jon Ogborn, Director of the Post-16 Physics Initiative) 14.00 - 14.15 Physics education and the Institute of Physics, some personal reflections (speaker to be announced) 14.15 - 15.00 Connecting with Advancing Physics: the first year in HE physics (Professor Mick Brown, University of Cambridge) 15.15 - 15.35 Physics education, the next 50 years! (Ken Dobson, Honorary Editor of Physics Education) The day should hold something for everyone, so reserve your place if you can. Schools and Colleges lecture Dr Zbig Sobiesierski of the University of the West of England is the 1999 - 2000 Institute of Physics Schools and Colleges lecturer, touring the country with his talk `Seeing is believing?'. He will demonstrate the different physical ways in which we can both make and mix colour and will then proceed to discuss why our eyes respond to light in the way they do. The lecture will be aimed primarily at students aged 14 and above, but it will also be suitable for older audiences. The intention, as with previous series, will be to show the relevance of the physics concepts to the members of the audience and the world in which they live. To find out more about the lecture in your area and to make a booking, contact should be made with the local organizer (full details of the list can be obtained from Catherine Wilson at Institute Headquarters). The dates and venues planned so far are as follows: 1 Nov: Northern College, Aberdeen 2 Nov: University of St Andrews 3 Nov: Heriot-Watt University 4 Nov: Strathclyde University 17 Nov: York University 24 Nov: Bristol University 1 Dec: Open University 7 Dec: Kent University 14 Dec: Cardiff University 15 Dec: University of Wales, Swansea 24 Jan: Reading University 10 Feb: Abingdon School 16 Feb: Plymouth University 2 Mar: Sheffield University 7 Mar: CLRC Daresbury Laboratory 8 Mar: Liverpool University 9 Mar: Manchester 10 Mar: Lancaster University 15 Mar: Surrey University 16 Mar: Brighton University 17 Mar: St Vincent College, Gosport 22 Mar: Leeds University 23 Mar: Loughborough Grammar School 24 Mar: Oakham School 30 Mar: St Peter's School, Wolverhampton 18 May: University of Hertfordshire 11 Jul: Science Museum 12 Jul: Royal Institution The assistance of the Engineering and Physical Sciences Research Council, CLRC Daresbury Laboratory and DERA Malvern is acknowledged in staging this year's events. Courses, lectures and competitions `Physics in perspective', the study course for sixth-formers and college students, will take place in London on 6 - 8 February 2000, offering insights into many different aspects of physics. The programme commences during the afternoon of Sunday 6 February at King's College London with a Balloon debate, followed by Brian O'Rourke's talk on the `Physics of Formula 1 cars'. On Monday 7 February at the Royal Institution, John Avison (former Honorary Editor of Physics Education) will develop the `Thinking physics' theme by presenting the audience with varied topics in an unusual and challenging way. The second talk of the afternoon, by Professor Roy Sambles, will cover `Lasers, light and liquid crystals'. On the final day (Tuesday 8 February), again at the Royal Institution, Sara Ellison will lead the audience in `Heavenly pursuits', whilst later Dr Colin Wright will entertain with `Juggling - theory and practice'. Futher information and bookings for the course can be made by contacting Mrs Leila Solomon at The Institute of Physics, 76 Portland Place, London W1N 3DH (tel: 020 7470 4800, fax: 020 7470 4848, e-mail: leila.solomon@iop.org). The cost for the complete series of lectures is £20 - one teacher accompanying a minimum of ten students will be admitted free. `Paperclip physics' is the contest for students who have the admirable desire to explain physics to nonscientists and who can also build a physics demonstration from items found around the home! Closing date for entries to the 2000 competition is 30 November 1999 with regional heats and finals planned for January/February and the Grand Final on 22 March 2000 at the Institute's Headquarters in London. Entries will be welcomed from Year 12, S5, Transition Year/First-year Leaving Certificate students or equivalents from schools and colleges: each team must consist of no fewer than three and no more than six students. Presentations should take no longer than five minutes and a hazard assessment must be submitted for each entry beforehand. As for the course mentioned above, more details and entry forms can be obtained from Leila Solomon at the Institute of Physics. Finally, the programme is now available for education events to be staged at the annual Physics Congress being held in Brighton on 27 - 30 March 2000. There will be hands-on activities for pupils aged 10 - 12 (school years 6 - 7), which must be booked in advance, as well as lectures and activities for students in years 8 - 10 on Music and sound (28 - 29 March) and Static electricity (30 March). In addition there will be INSET for teachers and technicians based on `Teaching physics at key stage 3' - hands-on workshops open to nonspecialist teachers of physics at an affordable cost. Further details can be found at the Congress website (www.iop.org/IOP/Congress), and bookings should be made through Leila Solomon. The public lectures during the Congress and commencing each evening at the Brighton Centre at 6 pm will be: 27 Mar: Mike & Wendy Gluyas `Musical Squares' 28 Mar: Professor Malcolm Longair 29 Mar: Adam Hart-Davis 30 Mar: Peter Barham `The physics of ice-cream'

  5. Measuring quality of delivery in a substance use prevention program.

    PubMed

    Giles, Steven; Jackson-Newsom, Julia; Pankratz, Melinda M; Hansen, William B; Ringwalt, Christopher L; Dusenbury, Linda

    2008-11-01

    The purpose of this study was to develop and validate an observation measure designed to capture teachers' use of interactive teaching skills within the delivery of the All Stars substance use prevention program. Coders counted the number of times teachers praised and encouraged students, accepted and used students' ideas, asked questions, self-disclosed personal anecdotes, and corrected student misbehavior. These teacher behaviors loaded on three factors: classroom management, acknowledgment, and student-centered methods. Classroom management was negatively related to student engagement. Acknowledgment was negatively related to students' normative beliefs. Student-centered methods were positively related to student idealism and normative beliefs, and marginally predicted decreases in student marijuana use. Editors' Strategic Implications: The authors provide a promising approach to studying pedagogical prevention approaches, and they also link teaching processes to student outcomes. This study of program delivery should be of general interest (i.e., not limited to substance use prevention) to practitioners and researchers.

  6. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    ERIC Educational Resources Information Center

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  7. High School Physics Teacher Outreach Programs at California State University Long Beach

    NASA Astrophysics Data System (ADS)

    Kwon, Chuhee; Pickett, Galen; Henriques, Laura

    2013-03-01

    One of the goals of the CSULB PhysTEC project has been to establish a physics teaching community that partners CSULB faculty, high school teachers, pre-service teachers, and physics students. In two years, we have created a solid sustainable Physics Teacher Network with local high school teachers. We will discuss the successful outreach programs for high school physics teachers at CSULB and the detailed logistics. Teacher-In-Residence (TIR), high school physics teachers working with the CSULB PhysTEC team, has provided invaluable input for designing and implementing outreach events. The department organizes biannual open house for local high school teachers and their students. The open house event is attended by pre-service teachers, physics undergraduate and graduate students, and faculty. We also host the monthly demo-sharing day that physics teachers bring and share topical demos, which has about 30 - 50 attendees each month. The CSULB PhysTEC project also distributes a monthly newsletter for local physics teachers with upcoming events and information about teaching, and this newsletter is organized and written by TIR. This work is supported by the PhysTEC grant.

  8. Some Effects of Attitudinal Similarity and Exposure on Attraction and Aggression

    ERIC Educational Resources Information Center

    Shuntich, Richard J.

    1976-01-01

    Previous research investigating the relationship of attraction and aggression has yielded somewhat equivocal results. The present study investigated the influence of two variables, attitudinal similarity and exposure, on interpersonal attraction and physical aggression. (Editor)

  9. CONSERVATIVE ATTITUDES TO OLD-ESTABLISHED ORGANS: OLIVER LODGE AND PHILOSOPHICAL MAGAZINE.

    PubMed

    Clarke, Imogen; Mussell, James

    2015-09-20

    In 1921 Oliver Lodge defended Philosophical Magazine against charges of mismanagement from the National Union of Scientific Workers. They alleged that its editors performed little editorial work, the bulk being done by the publishers, Taylor & Francis. Lodge reassured Nature's readers that the journal did consult its editors, and suggested 'a conservative attitude towards old-established organs is wise; and that it is possible to over-organise things into lifelessness.' The paper explores Lodge's response by considering the editorial arrangements at Philosophical Magazine. Founded in 1798, it remained remarkably unchanged and so appeared old-fashioned when compared with its closest rivals, Proceedings of the Royal Society and Proceedings of the Physical Society. We argue that for Lodge the management of Philosophical Magazine gave it the flexibility and independence required to sustain the kind of physics, also open to accusations of obsolescence, in which he believed.

  10. Conservative attitudes to old-established organs: Oliver Lodge and Philosophical Magazine

    PubMed Central

    Clarke, Imogen; Mussell, James

    2015-01-01

    In 1921 Oliver Lodge defended Philosophical Magazine against charges of mismanagement from the National Union of Scientific Workers. They alleged that its editors performed little editorial work, the bulk being done by the publishers, Taylor & Francis. Lodge reassured Nature's readers that the journal did consult its editors, and suggested ‘a conservative attitude towards old-established organs is wise; and that it is possible to over-organise things into lifelessness.’ The paper explores Lodge's response by considering the editorial arrangements at Philosophical Magazine. Founded in 1798, it remained remarkably unchanged and so appeared old-fashioned when compared with its closest rivals, Proceedings of the Royal Society and Proceedings of the Physical Society. We argue that for Lodge the management of Philosophical Magazine gave it the flexibility and independence required to sustain the kind of physics, also open to accusations of obsolescence, in which he believed. PMID:26495580

  11. Les professions langagieres a l'aube de l'an 2000: Recherches pedagogiques et linguistiques en traduction, redaction et terminologie (The Language Professions at the Dawn of the Year 2000: Pedagogical and Linguistic Research in Translation, Editing and Terminology). Publication B-217.

    ERIC Educational Resources Information Center

    Guevel, Zelie, Ed.; Clerc, Isabelle, Ed.

    Essays, all in French, address issues in language teacher and translator training. They include: "Les competences linguistiques et discursives du redacteur professionel: un ensemble a circonscrire" ("Linguistic and Discourse Competencies of the Professional Editor: A Unity To Define") (Celine Beaudet); "Les composantes d'un enseignement systemique…

  12. Views about Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

    ERIC Educational Resources Information Center

    Mulhall, Pamela; Gunstone, Richard

    2008-01-01

    Physics teachers' approaches to teaching physics are generally considered to be linked to their views about physics. In this qualitative study, the views about physics held by a group of physics teachers whose teaching practice was traditional were explored and compared with the views held by physics teachers who used conceptual change approaches.…

  13. Lesson Study as Professional Development within Secondary Physics Teacher Professional Learning Communities

    NASA Astrophysics Data System (ADS)

    Collins, Tonya Monique Nicki

    Two Professional Learning Communities of physics teachers from different high schools voluntarily participated in Lesson Study as a means of professional development. The five teacher-participants and one participant-researcher partook of two Lesson Study cycles, each of which focused on student physics misconceptions. The Lesson Study resulted in two topics of physics: projectiles and gravitation. The researcher aimed to determine what happens to secondary physics teachers who undergo Lesson Study through this phenomenological case study. Specifically, (1) What is the process of Lesson Study with secondary physics teachers? and (2) What are the teacher-reported outcomes of Lesson Study with secondary physics teachers? Overall, Lesson Study provided an avenue for secondary physics teachers to conduct inquiry on their students in an attempt to better understand student thinking and learning. As a result, teachers collaborated to learn how to better meet the needs of their students and self-reported growth in many areas of teaching and teacher knowledge. The study resulted in twelve hypotheses to be tested in later research centering on idealizing the process of Lesson Study and maximizing secondary physics teacher growth.

  14. WRR editor Ronald Cummings

    NASA Astrophysics Data System (ADS)

    1984-04-01

    It has been nearly a year since Ronald Cummings took over as policy sciences editor of Water Resources Research (WRR), and in that time he has worked to make the journal live up to its role as “an interdisciplinary journal integrating research in the social and natural sciences of water.” Cummings takes the “interdisciplinary” part seriously. “I'd like to see a much broader range of policy issues presented to readers,” he says. “I would hope it would then stimulate interchange between our colleagues concerning evolving issues of the '80s and '90s.”Cummings brings a solid background as a resource economist to his 4-year term as editor, which began last January and runs until December 1987. Cummings succeeds Jared Cohon as policy sciences editor. Stephen J. Burges is the WRR editor for hydrological, physical, chemical, and biological sciences. Now a Professor of Economics and Director of the Program in Natural Resources Economics at the University of New Mexico, Cummings is a past president of the Association of Environmental and Resource Economists. He has been a consultant in matters of water resources management, forestry management, and energy policy for more than a decade, working on projects in both the United States and Latin America. Since joining the faculty at New Mexico in 1975, he has, among other things, worked with engineers at the Los Alamos National Laboratory in developing operation'management models for hot, dry rock geothermal systems.

  15. Peer review statement

    NASA Astrophysics Data System (ADS)

    2018-02-01

    All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the proceedings Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.

  16. Peer review statement

    NASA Astrophysics Data System (ADS)

    2018-04-01

    All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the proceedings Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.

  17. RQ: 1960 to 1985.

    ERIC Educational Resources Information Center

    Krieger, Tillie

    1985-01-01

    Growth and changes in "RQ" (1960-1985) are examined and detailed in both text and tables (cover/size, pagination, editor, articles, advertisements, physical features, association interests, reviews, columns, government publications). Development of columns, government publication news, thematic articles, authors of "RQ"…

  18. Peer review statement

    NASA Astrophysics Data System (ADS)

    2018-05-01

    All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the proceedings Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.

  19. Peer review statement

    NASA Astrophysics Data System (ADS)

    2018-03-01

    All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the proceedings Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.

  20. Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

    NASA Astrophysics Data System (ADS)

    Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

    2018-02-01

    This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

  1. Evaluation of Pre-Service Teacher Preparation for Achieving the National Standards for Beginning Physical Education Teachers

    ERIC Educational Resources Information Center

    Chen, Weiyun

    2003-01-01

    The aim of this study was to investigate pre-service physical education teachers' self-assessment of their competent levels in achieving the national standards for beginning physical education teachers (National Association for Sport and Physical Education (NASPE), 1995). One hundred seventy-three pre-service teachers in 10 physical education…

  2. Physics Teachers' Future Teaching Plans

    ERIC Educational Resources Information Center

    Physics Teacher, 2012

    2012-01-01

    There are two sides of the physics teacher turnover equation: teachers leaving and teachers entering. This month we will focus on teachers' future teaching plans. As seen in the figure, about 5% of the 27,000 teachers who taught physics in U.S. high schools in 2008-09 were in their first year of teaching physics (but not necessarily their first…

  3. Preface: Ecosystem services, ecosystem health and human communities

    NASA Astrophysics Data System (ADS)

    Plag, Hans-Peter

    2018-04-01

    This special issue contains a collection of manuscripts that were originally intended to be included in the special issue on "Physics and Economics of Ecosystem Services Flows" (Volume 101, guest editors H. Su, J. Dong and S. Nagarajan) and "Biogeochemical Processes in the Changing Wetland Environment" (Volume 103, guest editors J. Bai, L. Huang and H. Gao). All of them are addressing issues related to ecosystem services in different settings. Ecosystem services are of high value for both the ecosystems and human communities, and understanding the impacts of environmental processes and human activities on ecosystems is of fundamental importance for the preservation of these services.

  4. PREFACE: 31st European Physical Society Conference on Plasma Physics

    NASA Astrophysics Data System (ADS)

    Dendy, Richard

    2004-12-01

    This special issue of Plasma Physics and Controlled Fusion comprises refereed papers contributed by invited speakers at the 31st European Physical Society Conference on Plasma Physics. The conference was jointly hosted by the Rutherford Appleton Laboratory, by the EURATOM/UKAEA Fusion Association and by Imperial College London, where it took place from 28 June to 2 July 2004. The overall agenda for this conference was set by the Board of the Plasma Physics Division of the European Physical Society, chaired by Friedrich Wagner (MPIPP, Garching) and his successor Jo Lister (CRPP, Lausanne). It built on developments in recent years, by further increasing the scientific diversity of the conference programme, whilst maintaining its depth and quality. A correspondingly diverse Programme Committee was set up, whose members are listed below. The final task of the Programme Committee has been the preparation of this special issue. In carrying out this work, as in preparing the scientific programme of the conference, the Programme Committee formed specialist subcommittees representing the different fields of plasma science. The chairmen of these subcommittees, in particular, accepted a very heavy workload on behalf of their respective research communities. It is a great pleasure to take this opportunity to thank: Emilia R Solano (CIEMAT, Madrid), magnetic confinement fusion; Jürgen Meyer-ter-Vehn (MPQ, Garching), laser-plasma interaction and beam plasma physics; and Jean-Luc Dorier (CRPP, Lausanne), dusty plasmas. The relatively few papers in astrophysical and basic plasma physics were co-ordinated by a small subcommittee which I led. Together with Peter Norreys (RAL, Chilton), we five constitute the editorial team for this special issue. The extensive refereeing load, compressed into a short time interval, was borne by the Programme Committee members and by many other experts, to whom this special issue owes much. We are also grateful to the Local Organizing Committee chaired by Henry Hutchinson (RAL, Chilton), and to the Plasma Physics and Controlled Fusion journal team (Institute of Physics Publishing, Bristol), for their work on this conference. At the 2004 European Physical Society Conference on Plasma Physics, plenary invited speakers whose talks spanned the entire field were followed, each day, by multiple parallel sessions which also included invited talks. Invited speakers in both these categories were asked to contribute papers to this special issue (the contributed papers at this conference, and at all recent conferences in this series, are archived at http://epsppd.epfl.ch). The Programme Committee is very grateful to the many invited speakers who have responded positively to this request. Invited papers appear here in their order of presentation during the week beginning 28 June 2004; this ordering provides an echo of the character of the conference, as it was experienced by those who took part. Programme Committee 2004 Professor Richard Dendy UKAEA Culham Division, UK Chairman and guest editor Dr Jean-Luc Dorier Centre de Recherches en Physique des Plasmas, Lausanne, Switzerland (Co-ordinator of dusty plasmas and guest editor) Professor Jürgen Meyer-ter-Vehn Max-Planck-Institut für Quantenoptik, Garching, Germany (Co-ordinator of laser-plasma interaction and beam plasma physics and guest editor) Dr Peter Norreys Rutherford Appleton Laboratory, Chilton, UK (Scientific Secretary and guest editor) Dr Emilia R Solano CIEMAT Laboratorio Nacional de Fusión, Madrid, Spain ( Co-ordinator of magnetic confinement fusion and guest editor) Dr Shalom Eliezer Soreq Nuclear Research Centre, Israel Dr Wim Goedheer FOM-Instituut voor Plasmafysica, Rijnhuizen, Netherlands Professor Henry Hutchinson Rutherford Appleton Laboratory, Chilton, UK Professor John Kirk Max-Planck-Institut für Kernphysik, Heidelberg, Germany Dr Raymond Koch Ecole Royale Militaire/Koninklijke Militaire School, Brussels, Belgium Professor Gerrit Kroesen Technische Universiteit Eindhoven, Netherlands Dr Martin Lampe Naval Research Laboratory, Washington DC, USA Dr Jo Lister Centre de Recherches en Physique des Plasmas, Lausanne, Switzerland Dr Paola Mantica Istituto di Fisica del Plasma, Milan, Italy Professor Tito Mendonca Instituto Superior Tecnico, Lisbon, Portugal Dr Patrick Mora École Polytechnique, Palaiseau, France Professor Lennart Stenflo Umeå Universitet, Sweden Professor Paul Thomas CEA Cadarache, Saint-Paul-lez-Durance, France Professor Friedrich Wagner Max-Planck-Institut fr Plasmaphysik, Garching, Germany Professor Hannspeter Winter Technische Universität Wien, Austria

  5. High School Physics Textbooks, Resources and Teacher Resourcefulness: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    ERIC Educational Resources Information Center

    Tesfaye, Casey Langer; White, Susan

    2014-01-01

    What textbooks are physics teachers using? How highly do they rate those textbooks? What other types of materials do teachers use? The textbooks and other resources used by high school physics teachers in the US have evolved along with the changing demands of physics classes and the evolving set of options available to teachers. In this report,…

  6. Letter from the Board of Directors of Astronomy & Astrophysics

    NASA Astrophysics Data System (ADS)

    Meynet, Georges

    2005-07-01

    1. New A&A memberships and scientific editorial structure for the Letters section At its meeting in Tartu, Estonia on 8 May 2004, the A&A Board of Directors decided to grant observer status on the Board to Brazil, Chile, and Portugal (Sandqvist 2004, A&A, 426, E15). Then on 6-7 May 2005, at its meeting in La Laguna, Spain, the Board of Directors admitted these three countries to full membership in A&A, starting 1 January 2006. The Letters Editor, Dr. P. Schneider, will complete his terms of service on 31 January 2006. A&A is indebted to him for his thoughtful and competent editing over the past several years. As a consequence of his departure, the Board has decided to restructure the manner in which the Letters will be handled as of 1 January 2006. The Associate Editor-in-Chief, Dr. M. Walmsley, will also become Editor-in-Chief for the Letters, and he will forward the Letters to the appropriate topical Associate Editor to organize the reviewing process. Likewise, the Editor-in-Chief, Dr. C. Bertout, will become the Associate Letters-Editor-in-Chief. This change will permit a more specialized treatment of Letters in the future and also allow Letters to benefit from language editing. Hence, after 1 January 2006, manuscripts for Letters should be submitted via the A&A Manuscript Management System (MMS) that is already in place for Main Journal submissions. Letters submitted before that will be handled by the current Letters Editor even after 1 January 2006. 2. New Associate Editor positions Considering both the increased workload on the Associate Editors due to the above change and the continuing specialization of sub-fields in astronomy, the Board decided to open two new positions for Associate Editors, one specialized in Cosmology with a particular interest in theoretical aspects and the other in Observational Stellar Physics. Applications are invited for these two new positions. The Associate Editors are expected to have a broad knowledge of astronomy and astrophysics and to have expertise in one of these two sub-fields. Candidates should have a strong record of published research in astronomy and astrophysics, should have experience as a referee and/or journal editor, and be prepared to commit the time needed to oversee the peer review of up to three hundred papers per year. Limited support for office equipment and secretarial help, as well as an annual indemnity, will be provided to the Associate Editors, and the initial term of appointment is three years. Applicants should submit a curriculum vitae, a list of publications, and a concise covering letter that summarizes the candidate's qualifications and the reasons for seeking an Associate Editor position. The likelihood of support from the home institute for the task should also be discussed in the application. Applications should preferably be e-mailed or sent/faxed to the Chairman of the Board of Directors: Dr. Georges Meynet, Geneva Observatory, 1290 Sauverny, Switzerland, email georges.meynet@obs.unige.ch, Fax:+41 22 37 92205. Applications received by 1 October 2005 will receive full consideration, while informal inquiries about the positions may be directed by e-mail to Georges Meynet. On behalf of the Board of Directors Georges Meynet

  7. Probing Pre- and In-service Physics Teachers' Knowledge Using the Double-Slit Thought Experiment

    NASA Astrophysics Data System (ADS)

    Asikainen, Mervi A.; Hirvonen, Pekka E.

    2014-09-01

    This study describes the use of the double-slit thought experiment as a diagnostic tool for probing physics teachers' understanding. A total of 9 pre-service teachers and 18 in-service teachers with a variety of different experience in modern physics teaching at the upper secondary level responded in a paper-and-pencil test and three of these teachers were interviewed. The results showed that the physics teachers' thought experiments with classical particles, light, and electrons were often partial. Many teachers also suffered a lack of the basic ideas and principles of physics, which probably hindered thought experimenting. In particular, understanding the ontological nature of classical particles, light and electrons seemed to be essential in performing the double-slit experiment in an appropriate way. However, the in-service physics teachers who had teaching experience in modern physics were more prepared for the double-slit thought experiment than the pre-service teachers. The results suggest that both thought experiments and the double-slit experiment should be given more weight in physics teacher education, even if experience in modern physics teaching at upper secondary school seems to some extent to develop teachers' abilities.

  8. News

    NASA Astrophysics Data System (ADS)

    2001-09-01

    EPS AWARD WINNERS Award for outreach to Physics Education authors; TEACHER TRAINING Helping teachers specialize in physics; AAPT SUMMER MEETING The science of light; AAPT SUMMER MEETING Do you believe in skepticism?; E-LEARNING Massive investment in Swedish online learning; UK SCIENCE YEAR News from Science Year; 11-16 CURRICULUM Naming the energy parts; TEACHER TRAINING Electronic Discussion Group for Trainee Teachers; PUBLICATIONS Physics on Course 2002; WALES Physics in Powys; HIGHER EDUCATION HE solutions to the physics teacher shortage; SCOTLAND The 27th Scottish Stirling Meeting; NORTHERN IRELAND Belfast physics teachers' meeting; SCOTLAND Physics Summer School, Edinburgh 2001; AAPT SUMMER MEETING Physics education research: massive growth; AAPT SUMMER MEETING Just-In-Time Teaching;

  9. Tactical Decision Competency of Preservice Physical Education Teacher Education Students

    ERIC Educational Resources Information Center

    Williams, Skip M.; Coleman, Margo M.; Henninger, Mary L.; Carlson, Kristin B.

    2013-01-01

    The most recent publication of the "National Standards and Guidelines for Physical Education Teacher Education" (National Association for Sport and Physical Education [NASPE], 2009) requires physical education teacher education (PETE) programs to demonstrate that teacher candidates display both tactical knowledge and physical competence.…

  10. Beyond Concepts: Transfer From Inquiry-Based Physics To Elementary Classrooms

    NASA Astrophysics Data System (ADS)

    Harlow, Danielle B.; Otero, Valerie K.

    2007-01-01

    Physics education researchers have created specialized physics courses to meet the needs of elementary teachers. While there is evidence that such courses help teachers develop physics content knowledge, little is known about what teachers transfer from such courses into their teaching practices. In this study, we examine how one elementary teacher changed her questioning strategies after learning physics in a course for elementary teachers.

  11. News Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

    NASA Astrophysics Data System (ADS)

    2011-05-01

    Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

  12. Knowledge, attitude and practice in emergency management of dental injury among physical education teachers: a survey in Bangalore urban schools.

    PubMed

    Mohandas, U; Chandan, G D

    2009-01-01

    The purpose of this study was to assess, by means of a self administered structured questionnaire, the level of Knowledge, Attitude and Practice of physical education teachers in Bangalore city with regards to emergency management of dental injuries. The questionnaire surveyed the physical education teacher's background, knowledge of management of tooth fracture, avulsion, luxation injuries, it also investigated physical education teacher's attitude and the way they handle the injuries. The sample consisted 580 teachers from 700 selected schools in Bangalore city. Chi-square test was applied to test the significance between trained and untrained teachers. Among the population 70% were males physical education teachers 30% were females. 95% of the teachers had physical education training and 5% did not have the training. 95% of the population had first aid component and 5% did not have. Only 25% of trained physical education teachers had correct knowledge about tooth identification and 17% among untrained teachers. 81% of trained teachers answered correctly regarding management of fractured anterior teeth against 27.5% of untrained teachers (P< 0.0002). The present report indicates that there is lack of knowledge and practice among physical education teachers in Bangalore city regarding emergency management of dental trauma. Educational programs to improve the knowledge and awareness among the teachers have to be implemented.

  13. Effective Practices for Training and Inspiring High School Physics Teachers

    NASA Astrophysics Data System (ADS)

    Magee-Sauer, Karen

    It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

  14. EDITORIAL: Greetings from the new Editor-in-Chief

    NASA Astrophysics Data System (ADS)

    Bhattacharya, P.

    2004-04-01

    On 1 January, 2004, I assumed the position of Editor-in-Chief of Journal of Physics D: Applied Physics. I will start by saying that I will do my best to justify the confidence of the journal management and publishing staff in my abilities. I was fortunate to have been able to work, as an Editorial Board member, with my predecessor, the previous Editor-in-Chief, Professor Allister Ferguson. Allister has provided a high degree of intellectual stewardship for the journal in the last five years. He has made the job appear a worthy challenge for me. I therefore take this opportunity to thank Allister on behalf of the Editorial Board and publishing staff of the journal. Several other factors contributed to my decision to accept this position. The first is the group of people who actually go about the business of publishing. The Senior Publisher, Nicola Gulley (and her predecessor Sophy Le Masurier); the Managing Editor, Jill Membrey; the Publishing Administrators, Nina Blakesley and Sarah Towell; the Production Editor, Katie Gerrard and their office staff form an amazing group and have managed to make the operation of the journal incredibly efficient. An index of this is the speed with which incoming manuscripts are processed. The average time between the receipt of a manuscript and its web publication, if accepted, is 130 days. This is three to five times shorter than for most other journals. A factor that contributes to this success is a responsive pool of referees that the publishing staff have as a valuable resource. Ultimately, the standard bearers of any journal are the referees. Therefore, a grateful `thank you' is due from all of us at J. Phys. D to all our referees, who diligently perform this honourable task. The Associate Editors of the journal, Professors Lawler, Margaritondo and O'Grady, also provide immense scientific leadership. They help in defining new directions for the journal and in the publishing process. Last, but not least, a remarkable asset of the journal, and a tremendous intellectual resource, is the Editorial Board. The board members are all distinguished scientists and engineers who provide valuable counsel in defining the technical scope of the journal and its management. The members attend the board meetings at least once a year and, as a dynamic group, discuss ways of making the journal better. Most of them, including myself, also publish in J. Phys. D on a regular basis. This is truly a unique feature. So, what do I hope to accomplish during my tenure? I will strive to continue the legacy established by Allister and to look at ways of making a first-rate journal even better. At the heart of this is the quality of papers published. This can be done in several ways: raising the bar for refereeing and acceptance, regular publication of topical clusters and special issues in important areas, and publication of review articles by internationally renowned researchers and academics. In all these areas, the Editorial Board members can play a leading role. While I believe that the present topical scope of the journal is adequate and covers the important areas of applied physics, it is easy to miss out on important emerging areas. Therefore, we will have to keep the scope of the journal under constant scrutiny. Above all, the content of the journal must remain relevant at all times. I look forward to working with the journal's excellent staff, Associate Editors, and the Editorial Board.

  15. News Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

    NASA Astrophysics Data System (ADS)

    2012-03-01

    Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

  16. EDITORIAL: Incoming Editor-in-Chief Incoming Editor-in-Chief

    NASA Astrophysics Data System (ADS)

    Birch, David

    2012-01-01

    It is a pleasure and an honour for me to be taking over as Editor-in-Chief of Measurement Science and Technology. MST is well known across research communities worldwide as a leading journal in which to publish new techniques and instrumentation. It has gained this enviable position largely because of the excellent guidance of its Editorial Board and dedicated staff at Institute of Physics Publishing over many years. I want to highlight in particular the contribution of the outgoing Editor Peter Hauptmann, and other Editors before him, in making the journal truly international. We thank Peter immensely for all his hard work in leading the journal, having exceptionally served two terms, each of five years. I come into the post of Editor at a very interesting and challenging time for research. The global recession is leading to cuts in research funding in many countries, researchers and their outputs are coming under closer scrutiny than ever before, and more is being expected of them. Journals play a critical role in monitoring and maintaining research standards, but we should be careful not to assume that journal Impact Factor is the sole measure of research quality. Although expediency may sometimes demand it, Impact Factor, as practitioners know, is subject dependent. One of the great things about science and technology for me is its level playing field. The key point is still innovation no matter where the work is done or where it is published. MST has a long pedigree of being the natural home of the highest quality papers from leading researchers wishing to report novel instrumentation and techniques. 2013 will mark the 90th anniversary of MST and we look forward to celebrating in style its sustained success. I recall with pride the first paper I published in Journal of Physics E: Scientific Instruments (as MST was previously titled) back in 1977. The paper reported the design and application of an early fluorescence lifetime spectrometer that I had constructed for my PhD in the Department of Physics at the University of Manchester. Since that time I have witnessed many changes in instrumentation and techniques. I believe that I have been fortunate in not spending all of my time in a university. Having worked in or with industry throughout my career I have been able to see the trends from the perspective of both sectors. In my area of fluorescence spectroscopy I have seen the cost of systems fall in real terms, the performance rise, an increased need for user-friendly software and less emphasis on performance specification when customers decide which instrument to purchase. Such trends, no doubt replicated in other areas, reflect the migration of system instrumentation away from being the preserve of the specialist to much wider use and customization across the disciplines and skill-set. MST has embraced this change through its multidisciplinary remit in Special Features, Topical Reviews, Rapid Communications, Perspectives and regular Papers. These days there is much more of a partnership between industry and academia in research and this is to be applauded in these challenging times. I want to encourage contributions to MST from industry as well as academia, as MST is the ideal place to showcase the latest innovation from inception to commercial exploitation. Backed by one of the premier learned societies, the Institute of Physics, I have no doubt that MST will continue in its success and I look forward to helping to advance its high standing to even greater heights.

  17. How Does a Physical Education Teacher Become a Health and Physical Education Teacher?

    ERIC Educational Resources Information Center

    Lynch, Timothy

    2017-01-01

    The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many self-perceived physical education (PE) teachers have voiced concern about not…

  18. Twenty Years of Symbiosis Between Art and Science

    ERIC Educational Resources Information Center

    Reichardt, Jasia

    1974-01-01

    During the past two decades advances in biology, nuclear physics, computer and material sciences, and audiovisual engineering have brought a radically new dimension to most art forms and have stimulated the artist and his innovations to breath-taking levels of achievement. (Editor/JR)

  19. Interdisciplinary Research in Viscoelasticity and Rheology

    DTIC Science & Technology

    1988-06-22

    flows of non-Newtonian fluids - in preparation for the Journal of Computational Physics. R. C. Rogers: R1. Robert C. Rogers and Stuart S. Antman , Steady...electromagnetism, in Stuart S. Antman , J.L. Ericksen, David Kinderlehrer, and Ingo Miiller, editors, Metastability and Incompletely Posed Problems

  20. School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

    NASA Astrophysics Data System (ADS)

    Riaz, Muhammad

    The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

  1. Message From the Editor for Contributions to the 2012 Real Time Conference Issue of TNS

    NASA Astrophysics Data System (ADS)

    Schmeling, Sascha Marc

    2013-10-01

    The papers in this special issue were originally presented at the 18th IEEE-NPSS Real Time Conference (RT2012) on Computing Applications in Nuclear and Plasma Sciences, held in Berkeley, California, USA, in June 2012. These contributions come from a broad range of fields of application, including Astrophysics, Medical Imaging, Nuclear and Plasma Physics, Particle Accelerators, and Particle Physics Experiments.

  2. "Like, We Don't Want to Be PE Teachers": Preservice Classroom Teachers' Beliefs about Physical Education and Willingness to Incorporate Physical Activity

    ERIC Educational Resources Information Center

    Linker, Jenny Mae; Woods, Amelia Mays

    2018-01-01

    The purpose of this study was to examine preservice elementary classroom teachers' (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher's role in…

  3. Representing Nature of Science in a Science Textbook: Exploring author-editor-publisher interactions

    NASA Astrophysics Data System (ADS)

    DiGiuseppe, Maurice

    2014-05-01

    Current reforms in elementary and secondary science education call for students and teachers to develop more informed views of the nature of science (NOS)-a process in which science textbooks play a significant role. This paper reports on a case study of the development of representations of the NOS in a senior high school chemistry textbook by the book's author, editor, and publisher. The study examines the multiple discourses that arose as the developers reflected on their personal and shared understandings of NOS; squared these with mandated curricula, the educational needs of chemistry students and teachers, and the exigencies of large-scale commercial textbook publishing. As a result, the team developed and incorporated, in the textbook, representations of NOS they believed were the most pedagogically suitable. Analysis of the data in this study indicates that a number of factors significantly influenced the development of representations of NOS, including representational accuracy (the degree to which representations of NOS conformed to informed views of the NOS), representational consistency (the degree to which representations of NOS in different parts of the book conveyed the same meaning), representational appropriateness (the age-, grade-, and reading-level appropriateness of the NOS representations), representational alignment (the degree to which NOS representations aligned with mandated curriculum), representational marketability (the degree to which NOS representations would affect sales of the textbook), and 'Workplace Resources' factors including availability of time, relevant expertise, and opportunities for professional development.

  4. The Survey and Analysis of Excellent Senior High School Physics Teachers' Professional Growth Actuality

    ERIC Educational Resources Information Center

    Sun, Haibin; Liu, Tingting

    2010-01-01

    Excellent senior high school physics teachers are the backbone power in the new course reform of physics in China. The excellent senior high school physics teachers' professional growth actuality in Shandong is surveyed in this article by the self-made "Questionnaire of Excellent Senior High School Physics Teachers' Professional Growth",…

  5. News Competition: Physics Olympiad hits Thailand Report: Institute carries out survey into maths in physics at university Event: A day for everyone teaching physics Conference: Welsh conference celebrates birthday Schools: Researchers in Residence scheme set to close Teachers: A day for new physics teachers Social: Network combines fun and physics Forthcoming events

    NASA Astrophysics Data System (ADS)

    2011-09-01

    Competition: Physics Olympiad hits Thailand Report: Institute carries out survey into maths in physics at university Event: A day for everyone teaching physics Conference: Welsh conference celebrates birthday Schools: Researchers in Residence scheme set to close Teachers: A day for new physics teachers Social: Network combines fun and physics Forthcoming events

  6. Determinants of Teachers' Intentions To Teach Physically Active Physical Education Classes.

    ERIC Educational Resources Information Center

    Martin, Jeffrey J.; Kulinna, Pamela Hodges; Eklund, Robert C.; Reed, Brett

    2001-01-01

    Investigated elementary and secondary teachers' intentions to teach physically active physical education classes, examining a model hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Teacher surveys supported the theories of reasoned action and planned behavior.…

  7. Clinical trial registration in physical therapy journals: a cross-sectional study.

    PubMed

    Babu, Abraham Samuel; Veluswamy, Sundar Kumar; Rao, Pratiksha Tilak; Maiya, Arun G

    2014-01-01

    Clinical trial registration has become an important part of editorial policies of various biomedical journals, including a few physical therapy journals. However, the extent to which editorial boards enforce the need for trial registration varies across journals. The purpose of this study was to identify editorial policies and reporting of trial registration details in MEDLINE-indexed English-language physical therapy journals. This study was carried out using a cross-sectional design. Editorial policies on trial registration of MEDLINE-indexed member journals of the International Society of Physiotherapy Journal Editors (ISPJE) (Journal of Geriatric Physical Therapy, Journal of Hand Therapy, Journal of Neurologic Physical Therapy, Journal of Orthopaedic and Sports Physical Therapy, Journal of Physiotherapy [formerly Australian Journal of Physiotherapy], Journal of Science and Medicine in Sport, Manual Therapy, Physical Therapy, Physical Therapy in Sport, Physiotherapy, Physiotherapy Research International, Physiotherapy Theory and Practice, and Revista Brasileira de Fisioterapia) were reviewed in April 2013. Full texts of reports of clinical trials published in these journals between January 1, 2008, and December 31, 2012, were independently assessed for information on trial registration. Among the 13 journals, 8 recommended trial registration, and 6 emphasized prospective trial registration. As of April 2013, 4,618 articles were published between January 2008 and December 2012, of which 9% (417) were clinical trials and 29% (121/417) of these reported trial registration details. A positive trend in reporting of trial registration was observed from 2008 to 2012. The study was limited to MEDLINE-indexed ISPJE member journals. Editorial policies on trial registration of physical therapy journals and a rising trend toward reporting of trial registration details indicate a positive momentum toward trial registration. Physical therapy journal editors need to show greater commitment to prospective trial registration to make it a rule rather than an option.

  8. Research on Preservice Physical Education Teachers' and Preservice Elementary Teachers' Physical Education Identities: A Systematic Review

    ERIC Educational Resources Information Center

    Keating, Xiaofen D.; Shangguan, Rulan; Zhou, Ke; Fan, Yao; Liu, Jingwen; Harrison, Louis

    2017-01-01

    The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on…

  9. Teachers' self-assessed levels of preparation

    NASA Astrophysics Data System (ADS)

    White, Susan C.

    2016-02-01

    Every four years we survey a nationally representative sample of high school physics teachers. We define anyone who teaches at least one physics class to be a "physics teacher." About 40% of these teachers teach a majority of their classes in subjects other than physics. We also ask teachers to rate how well prepared they felt in various aspects of teaching. The response choices are "not adequately prepared," "adequately prepared," and "very well prepared." The accompanying figure shows the proportion of teachers who reported feeling adequately or very well prepared in the following aspects of teaching: • Basic physics knowledge, • Other science knowledge, • Application of physics to everyday experience, • Use of demonstrations, • Instructional laboratory design, • Use of computers in physics instruction and labs, and • Recent developments in physics.

  10. Preparing High School Physics Teachers.

    ERIC Educational Resources Information Center

    Green, Ben A., Jr.; And Others

    Reported are (1) the status of preparation of physics teachers, and (2) recommendations for improving programs preparing physics teachers. The seriously declining high school physics enrollments are attributed, in part, to the shortage, or absence, of competent teachers. The effect this might have on the future supply of physicists is a major…

  11. Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

    ERIC Educational Resources Information Center

    Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi

    2015-01-01

    This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

  12. Views of Physics Teachers on How to Address the Declining Enrolment in Physics at the University Level

    ERIC Educational Resources Information Center

    Oon, Pey-Tee; Subramaniam, R.

    2010-01-01

    Teachers' views are worth hearing in order to get ideas on how to address the trend of declining enrolment in physics at the university level, which is regarded as a global problem. This study explores physics teachers' views on how to encourage more students to study physics at the university level. A sample of 166 physics teachers in Singapore…

  13. Second-career teachers

    NASA Astrophysics Data System (ADS)

    2012-11-01

    Last month we saw that the age distribution for high school physics teachers skewed older than that of all teachers. We also noted that, even though they are older, at least three-fourths of the high school physics teachers indicated that they planned to teach high school for at least six more years. The figure shows the age and years of teaching experience for high school physics teachers. We see that almost 12% of the teachers who are 50 years old or older have five years or fewer of teaching experience. Thus, these are likely second-career teachers. The typical age range for second-career teachers is 33 to 59. However, the younger second-career teachers are more difficult to isolate because the average duration of the previous career is one and one-half to three years. In the December issue, we will look at teaching activities physics teachers use in the classroom, Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

  14. High School Physics Teacher Preparation: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    ERIC Educational Resources Information Center

    White, Susan; Tyler, John

    2015-01-01

    This report examines teachers' self-assessed preparedness to teach physics, their membership in professional organizations, and where they turn for help when they have questions. Almost every teacher reports feeling at least adequately prepared to teach basic physics knowledge and the application of physics to everyday experience. The smallest…

  15. High school physics and socioeconomics

    NASA Astrophysics Data System (ADS)

    White, Susan C.

    2015-11-01

    In our September column, we noted that Hispanic and African-American seniors were less likely to have taken a high school physics course than their peers, and we suggested that socioeconomic status (SES) played a role in the lower participation. In the figure, we display the proportion of seniors, of physics teachers, and of physics enrollments at schools by SES. While the number of seniors is roughly one-third in each group, physics enrollments differ dramatically by SES. Furthermore, the disparity in enrollments is greater than the disparity in physics teachers; this means that the teachers teaching physics at "better off" schools teach more physics than the physics teachers at "worse off" schools. Thus, a physics teacher at a "better off" school is more likely to teach a majority of their classes in physics.

  16. The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity

    ERIC Educational Resources Information Center

    Russ, Laura

    2015-01-01

    Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…

  17. Reviews.

    ERIC Educational Resources Information Center

    Newland, Robert J.; And Others

    1988-01-01

    Reviews four organic chemistry computer programs and three books. Software includes: (1) NMR Simulator 7--for IBM or Macintosh, (2) Nucleic Acid Structure and Synthesis--for IBM, (3) Molecular Design Editor--for Apple II, and (4) Synthetic Adventure--for Apple II and IBM. Book topics include physical chemistry, polymer pioneers, and the basics of…

  18. Possibilities for an International Assessment in Geography

    ERIC Educational Resources Information Center

    Lane, Rod; Bourke, Terri

    2017-01-01

    A recent editorial in International Research in Geographical and Environmental Education (IRGEE) highlighted an opportunity for the inclusion of geography as a subject in the Trends in International Mathematics and Science Study (TIMSS) tests. At present, TIMSS tests only encompass mathematics and physical sciences. The IRGEE editors encouraged…

  19. The Development of a Physical Education Teachers' Physical Activity Self-Efficacy Instrument.

    ERIC Educational Resources Information Center

    Martin, Jeffrey J.; Kulinna, Pamela Hodges

    2003-01-01

    Developed a valid, reliable physical education teachers' physical activity self-efficacy scale for teaching classes in which students were engaged in high levels of physical activity. Results offer preliminary support for the psychometric properties of this instrument, which can help understand physical education teachers' efficacy in overcoming…

  20. Physics Teacher SOS: Supporting New Teachers without Pushing an Agenda

    ERIC Educational Resources Information Center

    Baird, Dean

    2013-01-01

    Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies,…

  1. Magnifying Pre-Service Generalist Teachers' Perceptions of Preparedness to Teach Primary School Physical Education

    ERIC Educational Resources Information Center

    Freak, Annette; Miller, Judith

    2017-01-01

    Background: Generalist teachers' confidence, competence and preparedness to teach Physical Education (PE) following Primary School Physical Education Teacher Education (PSPETE) has emerged as a research imperative. Yet little is known of teachers' perceptions of such matters. For teacher educators responding to the deficient delivery of primary…

  2. Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education

    ERIC Educational Resources Information Center

    Kern, Ben D.; Graber, Kim C.

    2017-01-01

    Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers' likelihood to change. A 15-item Teacher Change…

  3. Pre-Service Physical Education Teachers' Preference for Class Management Profiles and Teacher's Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Yilmaz, Idris

    2013-01-01

    The present study aims to identify pre-service physical education teachers' class management profiles, teachers' self-efficacy and the relationship between their class management profiles and teacher self-efficacy beliefs. The universe comprised junior and senior students studying physical education teaching at six different universities (Ahi…

  4. PREFACE: International Conference on Recent Trends in Physics (ICRTP 2014)

    NASA Astrophysics Data System (ADS)

    Kane, Shashank N.; Mishra, Ashutosh; Gaur, Abhijeet

    2014-09-01

    The International Conference on Recent Trends in Physics (ICRTP 2014) was held at Indore, India, during 22-23 February 2014. The conference was hosted by the School of Physics, Devi Ahilya University, Indore - 452001. The objective of the conference was to provide a platform for interaction among scientists, teachers, researchers and students, and to share their ideas, thoughts and scientific findings in various areas of physics, including condensed matter and materials physics, laser and plasma physics. ICRTP 2014 attracted a total of 103 abstracts submitted by scientists from France, Germany, Hungary, India, Italy and Portugal. The conference included an inaugural talk and 17 invited talks. PhD students presented their work in the form of posters. Presented posters were judged by a panel of five experts. Two best posters were awarded prizes. It is our pleasure to thank the members of the Advisory Committee and Local Organizing Committee for their invaluable help, especially for their proposals for invited talks. A total of 80 papers were submitted to be considered for publication and 68 papers have been accepted for inclusion in the proceedings. All the papers were reviewed, and we wish to thank all the referees for their support and prompt reviewing of the papers. We are grateful to the University Grants Commission (UGC), New Delhi, India for their financial support. Personally, we would like to thank all the volunteers without whom the conference would not have been functional. We express our sincere thanks to our university administration for their continuous support. Special thanks go to all the faculty members, administrative staff and students of the School of Physics for their tireless efforts in organizing ICRTP 2014. Finally, we deeply appreciate the assistance of Ms Sarah Toms, Conference Publishing Coordinator, Journal of Physics Conference Series (JPCS), IOP Publishing Ltd, UK, for all help in getting ICRTP 2014 published in JPCS. Indore, 28 July 2014 Shashank N Kane*, Ashutosh Mishra School of Physics, Devi Ahilya University, Indore - 452001, India Abhijeet Gaur School of Studies in Physics, Vikram University, Ujjain - 456010, India Guest Editors * E-mail address: kane_sn@yahoo.com Conference photograph Details of the organizing committees are available in the PDF

  5. Mixed Signals: The Impact of International Administration on Kosovo’s Independence

    DTIC Science & Technology

    2010-12-01

    therapist , mother confessor, and ever-suffering editor: thank you for your amazing support and understanding. You are my hero, and you inspire me...University Press, 1998), xxix. 9 the physical realm: the tectonic plates of race, religion, language, and culture also collide in the Balkans...battle in 1389.66 By adopting these crowd symbols, the Serbs retained their spiritual link to Kosovo despite having departed the province physically

  6. A New Interface Specification Methodology and its Application to Transducer Synthesis

    DTIC Science & Technology

    1988-05-01

    structural, and physical. Within each domain descriptive methods are distinguished by the level of abstraction they emphasize. The Gajski -Kuhn Y...4.2. The Gajski -Kuhn Y-chart’s three axes correspond to three different domains for describing designs: behavioral, structural, and physical. The...Gajski83] D. Gajski , R. Kuhn, Guest Editors’ Introduction: New VLSI Tools, IEEE Computer, Vol. 16, No. 12, December 1983. [Girczyc85] E. Girczyc, R

  7. Characteristics of highly successful orthopedic surgeons: a survey of orthopedic chairs and editors

    PubMed Central

    Klein, Guy; Hussain, Nasir; Sprague, Sheila; Mehlman, Charles T.; Dogbey, Godwin; Bhandari, Mohit

    2013-01-01

    Background Highly successful orthopedic surgeons are a small group of individuals who exert a large influence on the orthopedic field. However, the characteristics of these leaders have not been well-described or studied. Methods Orthopedic surgeons who are departmental chairs, journal editors, editorial board members of the Journal of Bone and Joint Surgery (British edition), or current or past presidents of major orthopedic associations were invited to complete a survey designed to provide insight into their motivations, academic backgrounds and accomplishments, emotional and physical health, and job satisfaction. Results In all, 152 surgeons completed the questionnaire. We identified several characteristics of highly successful surgeons. Many have contributed prolific numbers of publications and book chapters and obtained considerable funding for research. They were often motivated by a “desire for personal development (interesting challenge, new opportunities),” whereas “relocating to a new institution, financial gain, or lack of alternative candidates” played little to no role in their decisions to take positions of leadership. Most respondents were happy with their specialty choice despite long hours and high levels of stress. Despite challenges to their time, successful orthopedic surgeons made a strong effort to maintain their health; compared with other physicians, they exercise more, are more likely to have a primary care physician and feel better physically. Conclusion Departmental chairs, journal editors and presidents of orthopedic associations cope with considerable demands of clinical, administrative, educational and research duties while maintaining a high level of health, happiness and job satisfaction. PMID:23706848

  8. PUBLISHER'S ANNOUNCEMENT: Refereeing standards

    NASA Astrophysics Data System (ADS)

    Bender, C.; Scriven, N.

    2004-08-01

    On 1 January 2004 I will be assuming the position of Editor-in-Chief of Journal of Physics A: Mathematical and General (J. Phys. A). I am flattered at the confidence expressed in my ability to carry out this challenging job and I will try hard to justify this confidence. The previous Editor-in-Chief, Ed Corrigan, has worked tirelessly for the last five years and has done an excellent job for the journal. Everyone at the journal is profoundly grateful for his leadership and for his achievements. Before accepting the position of Editor-in-Chief, I visited the office of J. Phys. A to examine the organization and to assess its strengths and weaknesses. This office is located at the Institute of Physics Publishing (IOPP) headquarters in Bristol. J. Phys. A has been expanding rapidly and now publishes at the rate of nearly 1000 articles (or about 14,000 pages) per year. The entire operation of the journal is conducted in a very small space---about 15 square metres! Working in this space are six highly intelligent, talented, hard working, and dedicated people: Neil Scriven, Publisher; Mike Williams, Publishing Editor; Rose Gray and Sarah Nadin, Publishing Administrators; Laura Smith and Steve Richards, Production Editors. In this small space every day about eight submitted manuscripts are downloaded from the computer or received in the post. These papers are then processed and catalogued, referees are selected, and the papers are sent out for evaluation. In this small space the referees' reports are received, publication decisions are made, and accepted articles are then published quickly by IOPP. The whole operation is amazingly efficient. Indeed, one of the great strengths of J. Phys. A is the speed at which papers are processed. The average time between the receipt of a manuscript and an editorial decision is under sixty days. (Many distinguished journals take three to five times this amount of time.) This speed of publication is an extremely strong enticement for submitting papers to J. Phys. A. In addition to the office staff, the journal has two assets of enormous value. First, there is the pool of referees. It is impossible to have an academic system based on publication of original ideas without peer review. I believe that when one submits papers for publication in journals, one assumes a moral responsibility to participate in the peer review system. A published author has an obligation to referee papers and thereby to keep the scientific quality of published work as high as possible. In general, referees' reports that are submitted to scientific journals vary in quality. Some referees reply quickly and write detailed, careful, and helpful reports; other referees write cursory reports that are not so useful. Over the years J. Phys. A has amassed an amazingly talented and sedulous group of referees. I thank the referees of the journal who have worked so hard and have contributed their time without any expectation of financial compensation. I emphasize that the office tries hard to avoid overburdening referees. Sending back a quick and detailed response does not increase the likelihood of the referee receiving another paper to evaluate. (A number of people have told me that they sit on and delay the refereeing of papers in hopes of reducing the number of papers per year that they receive to referee. The office at J. Phys. A works to make this sort of strategy unnecessary.) The second asset is the Board of Editors and the Advisory Panel. For some journals membership on the Board of Editors is a sinecure. However, the 37 members of the Board of Editors and the 50 members of the Advisory Panel of J. Phys. A have been chosen not only because they are distinguished mathematical physicists but also because of their demonstrated willingness to work hard. Six members of the Board of Editors are designated as Section Editors: H Nishimori, Tokyo Institute of Technology, Japan (Statistical Physics); P Grassberger, Bergische Universität GH Wuppertal, Germany (Chaotic and Complex Systems); F W Nijhoff, University of Leeds, UK (Mathematical Physics); G Ghirardi, Universita di Trieste, Italy (Quantum Mechanics and Quantum Information Theory); G Dunne, University of Connecticut, Storrs, USA (Classical and Quantum Field Theory); and L Turner, Los Alamos National Laboratory, NM, USA (Fluid and Plasma Theory). It will be an honour and a pleasure to work together with all these talented people towards the high-minded goal of running a world-class scientific journal. As Editor-in-Chief of J. Phys. A, my principal objective will be to raise the standards of this first-rate journal to even higher levels by raising the quality of accepted papers. I believe that this goal will be possible to accomplish. Despite an already high rejection rate, paper submissions are rising rapidly and I anticipate that we will need to be even more stringent in our assessment of quality next year. A letter has already been sent to referees urging them to raise their standards for acceptance. I believe we will make rapid progress in this direction. (I have heard a few people criticize the journal for being a `write-only' journal. My goal is for the worldwide community of mathematical physicists to view J. Phys. A as essential reading.) I am extremely optimistic about the future of J. Phys. A. I believe that we will raise the standards of acceptance while maintaining the short time from submission to decision. I am confident that we will continue to improve the quality of the papers published in this already first-class journal. I look forward to working with the journal's excellent staff, the Board of Editors, and the Advisory Panel.

  9. Using history of physics as a media to introduce and internalize characters values in physics instruction

    NASA Astrophysics Data System (ADS)

    Hindarto, N.; Nugroho, S. E.

    2018-03-01

    One important impact in the education process is the formation of one's attitude. A person's attitude is a manifestation of the value of a person's existing character. In the education process at school, the introduction and planting of character values can be integrated with the process of the schooling itself. The history of physics subject can be used in an integrated manner in the formation of attitudes simultaneously with the subject studied, so do inphysics learning. To know the utilization of the history of physics in integrating the character values in line with the process of physics learning, has been done a research to physics teachers at the physics teacher working group (known as MGMP Fisika) in Semarang city. The teachers have various perceptions toward the history of physics, at least the history of physics could be complemented to the physics, but they have not realized the usefulness of the history of physics in relation with the character education. Only about 42% of the physics teachers studied harnessed the history of physics for the development of education character attitudes integrated with the learning of physics itself. To achieve this goal physics teachers should carefully choose the right expression when explaining the phenomena and theories of physics. Recognizing the importance of the history of physics in a comprehensive physics learning, not just only to emphasize in the cognitive aspect, it is necessary to strengthen the mastery of physics history for prospective teachers and physics teachers through various ways.

  10. A Collaboration Between University and High School in Preparing Physics Teachers: Chicago State University's Teacher Immersion Institutea)

    NASA Astrophysics Data System (ADS)

    Sabella, Mel S.; Van Duzor, Andrea G.; Passehl, Jennie; Weisenburger, Kara

    2012-05-01

    Because of the diverse character of colleges and universities throughout the United States, it is naive to believe that a one-size-fits-all model of teacher preparation aligns with specific resources and student population needs. Exploring innovative models that challenge traditional programs is now being encouraged by organizations such as the American Association of Physics Teachers and the American Physical Society. Chicago State University (CSU) is now exploring exciting changes to its physics teacher preparation program by utilizing the expertise of Chicago Area teachers and early teaching experiences for students interested in, but not yet committed to, the physics teaching profession.

  11. Metafile for Interactive Documents. Version 2.0. Application Guide and Draft Performance Specification for the Encoding of Interactive Documents.

    DTIC Science & Technology

    1996-03-01

    Darlene Janiszewski, NAWC-AD, Project Manager L. John Junod , NSWC-CD Michael Anderson, Antech Systems, Editor and Team Chairman David Cooper, Antech...Michael Croswell, CSC Mark Drissel, CSC Rob Groat, Booz Allen Eric Jorgensen, NSWC Carderock L. John Junod , NSWC Carderock Neill Kipp, TechnoTeacher Steve...contact Mr. John Junod at < junod @oasys.dt.navy.mil>. 1 MID-2 (3/96) 2.2.3 MID Design & Development Team Members The MID Design Team was formed in

  12. The Reasons and Motivation for Pre-Service Teachers Choosing to Specialise in Primary Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Spittle, Sharna; Spittle, Michael

    2014-01-01

    This study explored the reasons for pre-service teachers choosing to specialise in primary physical education and how these choices related to their motivation. Pre-service teachers who then elected to specialise in primary physical education (n = 248) completed the Attractors and Facilitators for Physical Education (AFPE) questionnaire and the…

  13. Teacher Fidelity to a Physical Education Curricular Model and Physical Activity Outcomes

    ERIC Educational Resources Information Center

    Stylianou, Michalis; Kloeppel, Tiffany; Kulinna, Pamela; van der Mars, Han

    2016-01-01

    Background: This study was informed by the bodies of literature emphasizing the role of physical education in promoting physical activity (PA) and addressing teacher fidelity to curricular models. Purpose: The purpose of this study was to compare student PA levels, lesson context, and teacher PA promotion behavior among classes where teachers were…

  14. Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

    NASA Astrophysics Data System (ADS)

    Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

    2017-12-01

    Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii) whether the proportion of those with certifications in physics as a fraction of the entire physics teaching workforce had changed; and (iii) if workforce diversity (with respect to race and gender) had changed over time. Our data indicate that trends in these domains have generally been positive, but still fall short of having a highly qualified physics teacher in each classroom. Additionally, the population of physics teachers has more novices and fewer veterans than it did 10 years ago, although veteran physics teachers are not as rare as those in other branches of high school STEM fields. We also analyzed trends in physics teacher race and gender diversity and found them to lag behind other STEM and non-STEM teacher communities. High school physics is still mostly taught by white males with backgrounds from outside of physics. Implications for future policy decisions at the local and national levels are discussed, including attending to the specific needs of degree-holding and non-degree-holding physics teachers separately and localizing teacher recruitment and preparation efforts in regional centers.

  15. SOIL - A new open access journal of the European Geosciences Union

    NASA Astrophysics Data System (ADS)

    Brevik, Eric; Mataix-Solera, Jorge; Pereg, Lily; Quinton, John; Six, Johan; Van Oost, Kristof; Cerdà, Artemi

    2014-05-01

    The Soil System Sciences (SSS) division of the EGU has been a strong and growing international research force in the last few years. Since the first EGU meeting with SSS participation in 2004 where 200 abstracts were presented in 7 sessions, the contribution of the SSS division has grown considerably, with 1,427 abstracts presented in 57 SSS sessions at the 2013 EGU General Assembly. After 10 years of active participation, the SSS Division has developed a new open access journal, SOIL, which will serve the whole EGU membership. SOIL intends to publish scientific research that will contribute to understanding the Soil System and its interaction with humans and the entire Earth System. The scope of the journal will include all topics that fall within the study of soil science as a discipline, with an emphasis on studies that integrate soil science with other sciences (Soils and plants, Soils and water, Soils and atmosphere, Soils and biogeochemical cycling, Soils and the natural environment, Soils and the human environment, Soils and food security, Soils and biodiversity, Soils and global change, Soils and health, Soil as a resource, Soil systems, Soil degradation (chemical, physical and biological), Soil protection and remediation (including soil monitoring), Soils and methodologies). Manuscript types considered for publication in SOIL are original research articles, review articles, short communications, forum articles, and letters to the editors. SOIL will also publish up to two special issues on thematic subjects per year and encourages conveners of innovative sessions at the EGU meeting to submit proposals for special issues to the executive editor who oversees special issues. As with other EGU journals, SOIL has a two-stage publication process. In the first stage, papers that pass a rapid access-review by one of the editors will immediately be published in SOIL Discussions (SOIL-D). Papers will then be subject to interactive public discussion, during which the referees' comments (anonymous or attributed), additional short comments by other members of the scientific community (attributed), and the author's replies will also be published in SOIL-D. In the second stage, a peer-review and revision process is completed and, if accepted, finalized papers are published in SOIL. To ensure publication precedence for authors, and to provide a lasting record of scientific discussion, SOIL-D and SOIL are both ISSN-registered, permanently archived, and fully citable. SOIL has a team of five executive editors who work together to oversee the running of the journal. Those executive editors, and their areas of primary oversight, are Eric Brevik (Review Article Editor), Jorge Mataix-Solera (Special Issues Editor), John Quinton (Awards and Recognitions Editor), Johan Six (Managing Editor), and Kristof Van Oost (Forum Article Editor). SOIL also has 46 associate editors. Manuscripts can be submitted to SOIL at the journal's website (http://www.soil-journal.net/home.html) beginning in May 2014. The first issue will be published January of 2015. Publication fees will be waived for the first two years of publication.

  16. Letters to the Editor

    NASA Astrophysics Data System (ADS)

    1995-05-01

    Stirling 1994Lis Unsworth and Alexander BellSCOTVEC External Verifiers in Physical Sciences, Edinburgh, UK An elephant in the back seatJ M HathawayRetired Head of Physics, King Edward VI College, Nuneaton, UK Graphical construction of the tangent law of refractionA TanDepartment of Physics, Alabama A & M University, Normal, AL 35762, USA Measuring up to rainJim FawcettKing's School, Worcester, UK No flies on trainsCyril IsenbergUniversity of Kent at Canterbury, UK More on flies and trainsAlvin H BachmanThe City College/CUNY, NEW York, USA

  17. Consolidating Pre-Service Physics Teachers' Subject Matter Knowledge Using Didactical Reconstructions

    ERIC Educational Resources Information Center

    Mäntylä, T.; Nousiainen, M.

    2014-01-01

    In the Department of Physics, University of Helsinki, there are advanced physics courses designed for the needs of pre-service physics teachers. The starting point is that after introductory and intermediate physics courses, pre-service physics teachers know laws and definitions but the knowledge is quite fragmented and does not form coherent…

  18. Work Ability of Finnish Physical Education Teachers

    ERIC Educational Resources Information Center

    Mäkelä, Kasper; Hirvensalo, Mirja

    2015-01-01

    In the physical education (PE) teachers' profession, physical tasks comprise a large part of the job. PE teachers identify their health as good, and they are satisfied with their job. Nevertheless, the work ability of PE teachers may be decreasing. Purpose: The purpose of this article was to explore the work ability of Finnish PE teachers. What…

  19. Influence of a Physical Education Teacher's Disability on Middle School Pupils' Learning and Perceptions of Teacher Competence

    ERIC Educational Resources Information Center

    Bryant, Lance G.; Curtner-Smith, Matthew D.

    2009-01-01

    Limited research has investigated the problems encountered by physical education teachers who have disabilities and instruct able-bodied pupils. The purpose of this study was to examine the influence of a physical education teacher's disability on middle school pupils' perceptions of the teacher's competence and their learning. Participants were…

  20. The "Generacion Diez" after-school program and Latino parent involvement with schools.

    PubMed

    Riggs, Nathaniel R; Medina, Carmen

    2005-11-01

    The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.

  1. The Challenges of Designing and Implementing Effective Professional Development for Out-of-Field High School Physics Teachers

    NASA Astrophysics Data System (ADS)

    Escalada, Lawrence T.; Moeller, Julia K.

    2006-02-01

    With the existing shortage of qualified high school physics teachers and the current mandate of the No Child Left Behind Act requiring teachers to be "highly qualified" in all subjects they teach, university physics departments must offer content courses and programs that would allow out-of-field high school physics teachers to meet this requirement. This paper will identify how the University of Northern Iowa Physics Department is attempting to address the needs of the high school physics teacher through its course offerings and professional development programs for teachers. The effectiveness of one such physics professional development program, the UNI Physics Institute (UNI-PI), on secondary science teachers' and their students' conceptual understanding of Newtonian mechanics, and the teachers' instructional practices was investigated. Twenty-one Iowa out-of-field high school physics teachers participating in the program were able to complete the physics coursework required to obtain the State of Iowa 7-12 Grade Physics Teaching endorsement. Twelve of the participants completed a two-year program during the 2002 and 2003 summers. Background information, pre- and post-test physics conceptual assessments and other data was collected from participants throughout the Institute. Participants collected pre and post-test conceptual assessment data from their students during the 2002-2003 and 2003-2004 academic years. This comprehensive assessment data revealed the Institute's influence on participants' and students' conceptual understanding of Newtonian Mechanics. The results of this investigation, the insights we have gained, and possible future directions for professional development will be shared.

  2. The Legacy of Margie Hanson: It's All about Children

    ERIC Educational Resources Information Center

    Sanders, Steve

    2005-01-01

    The Margie R. Hanson Distinguished Service Award recognizes established professionals who have made outstanding contributions to the field of physical education for children. The 2005 recipient was Steve Sanders, former Senior Editor of "TEPE." This article contains the text of the speech Dr. Sanders made following an official NASPE awards…

  3. Using a Business Framework to Teach Technical Writing to Nonscientists

    ERIC Educational Resources Information Center

    Devet, Bonnie

    2005-01-01

    Today, students other than biology, computer science, or physics majors are enrolling in technical writing. English and communication students, seeking lucrative careers as professional writers or editors, are increasingly signing up for the course. Lacking extensive scientific backgrounds, these students may have a difficult time writing about…

  4. An Alternative Perspective on Simulations

    ERIC Educational Resources Information Center

    Cone, Theresa Purcell; Cone, Stephen L.

    2016-01-01

    In this letter to the editor of "Strategies: A Journal for Physical and Sport Educators", the authors write that they recently read the "Strategies" article by Antony Parish, "Using Immersion as a Teaching Method to Develop an Understanding, Appreciation and Empathy for Special Needs Populations," in the May/June 2016…

  5. Exploring what contributes to the knowledge development of secondary physics and physical science teachers in a continuous professional development context

    NASA Astrophysics Data System (ADS)

    Nelms, April Wagnon

    This dissertation used qualitative methodologies, specifically phenomenological research, to investigate what contributes to the development of pedagogical content knowledge (PCK) of physics and physical science teachers who participate in a content-specific continuous professional development program. There were five participants in this study. The researcher conducted participant observations and interviews, rated participants degree of reformed teaching practices using the Reformed Teaching Observation Protocol, surveyed participants' self-efficacy beliefs using the Science Teacher Efficacy Belief Instrument "A," and rated participants'' level of PCK using the PCK Rubrics.. All data were analyzed, and a composite description of what contributes to physics and physical science teachers' PCK development through a continuous professional development program emerged. A theory also emerged from the participants' experiences pertaining to how teachers' assimilate new conditions into their existing teaching schema, how conditions change teachers' perceptions of their practice, and outcomes of teachers' new ideas towards their practice. This study contributed to the literature by suggesting emergent themes and a theory on the development of physics and physical science teachers' PCK. PCK development is theorized to be a spiral process incorporating new conditions into the spiral as teachers employ new science content knowledge and pedagogical practices in their individual classroom contexts.

  6. Preparing prospective physics teachers to teach integrated science in junior high school

    NASA Astrophysics Data System (ADS)

    Wiyanto; Hartono; Nugroho, S. E.

    2018-03-01

    The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

  7. Highlighting impact: Do editors' selections identify influential papers?

    NASA Astrophysics Data System (ADS)

    Antonoyiannakis, Manolis

    A recent trend in scientific publishing is that journal editors highlight each week a select set among the papers published (usually) in their respective journals. The highlighted papers are deemed of higher quality, importance, or interest than the 'average' paper and feature prominently in the publishers' websites. We perform a citation analysis of the highlighted papers for a number of journals from various publishers in physics. By comparing the performance of highlighted papers relative to (a) typical papers and (b) highly cited papers in their source journals and in other journals in the field, we explore whether, and to what extent, the selection process at the time of publication identifies papers that will turn out to be influential. We discuss the broader implications for research assessment.

  8. EDITORIAL: Incoming Editor-in-Chief

    NASA Astrophysics Data System (ADS)

    Lidström, Suzanne

    2012-04-01

    When Professor Anders Bárány took over as the Executive Editor of Physica Scripta, in 1986, he talked of his trepidation at having to 'dress himself' in his predecessor's 'editorial coveralls'. At that time, they had been worn by Professor Nils Robert Nilsson, a major figure in the physics community, for almost 20 years. Just one year prior to this, Professor Roger Wäppling had been recruited to the position of Subeditor in conjunction with a decision to expand the number of contributions in the field of condensed matter physics, to turn it into one of the dominant subjects in the broad-based journal. Physica Scripta had already gained a reputation for being a high quality journal with wide coverage of both experimental and theoretical physics. Interestingly, in the mid 1980s, the number of papers submitted had been growing and an impressive 250 submissions per year had been attained, with all of the manuscripts being handled in-house. Not many miles away in the town of Uppsala, a group of English students was stepping off a train on a magnificent snowy day in January to embark on their final year projects. A couple of us enjoyed ourselves so much that we stayed on afterwards as PhD students, thereby encountering the mixed pleasure of studying physics in a second language for the first time. I used to copy the notes down meticulously in Swedish, then try to work backwards with a textbook to improve my language skills. One day, returning from a particularly incomprehensible lecture on solid state physics, I showed my roommates my notes and asked if they could please explain what the lecture had been about: 'I don't know', they replied, 'but this bit is about sheep!' Meanwhile, back at Physica Scripta, the journal continued to flourish: 400 submissions were received in 1996, and the march of progress was well underway. Manuscripts could now be sent in on disks and Physica Scripta was available on the World Wide Web. Roger was appointed to manage the journal and, in his hands, the expansion continued and the transition to electronic production took place. In 2005, an agreement was signed with IOP Publishing and the bustling production work of the in-house team moved abroad to Bristol, leaving just the Editor-in-Chief to man the ship at the Royal Swedish Academy of Sciences. In 2011, however, as Roger prepared to step down, submissions had reached astounding levels as is evident from figure 1: that year, almost 1500 manuscripts were received by Physica Scripta, now acknowledged to be amongst the fastest growing journals in IOP Publishing, when measured in these terms. The year on year increase stands at 20% and, once again, of the extensive range of topics covered, condensed matter physics had been identified as the subject area in most need of attention because the burden of reviewing had become too great for one editor to oversee alone. Thus, when I joined Physica Scripta in January of this year, securing new External Editors for this field was perceived to be the most urgent task. It is, therefore, with the greatest of pleasure that I am able to announce the arrival of two new editors for this section: Professors David Keen and Tapio Rantala. Physica Scripta statistics Figure 1. The annual submissions made to Physica Scripta in recent years have rocketed and the rejection rate (given as a percentage) has increased rapidly. The modest increase in the number of articles accepted (shaded in blue) reflects a deliberate policy to augment the scientific quality. Professor Rantala has been selected by the Finnish Physical Society to replace Professor Matti Manninen, who is stepping down as the Finnish representative on the journal's Editorial Board. Professor Rantala is a prominent theorist and has been engaged in active research in a number of fields. In his early work, he was interested in surface science and molecular physics, however his expertise is predominantly in the domain of solid or materials physics related to semiconductors and certain complex materials. His recent interests have extended his domain of activity towards the field of quantum chemistry as he is now actively engaged in electronic structure theory and its applications, and light-matter interactions, in particular. The other new member of our editorial team, Professor David Keen, comes highly recommended by Professor Stephen Lovesey, a long-standing friend and former colleague, who was, himself, a former condensed matter editor for the journal many years ago. Professor Keen works in structural disorder, typically studying at the boundary between crystalline, amorphous and liquid phases using neutron and x-ray diffraction and atomistic modelling. Three examples of the areas in which he conducts research are 'liquid-like' disorder in superionic crystalline materials, solid-state amorphization transitions and disorder-induced properties, such as unusual negative thermal expansion. Through working at these boundaries, and at the ISIS neutron scattering facility at Rutherford Appleton Laboratory for over 20 years, he has gained wide experience of all areas of structural condensed matter physics, encompassing crystallography and the structure and simulation of liquid and amorphous materials. Professor Keen has been a Guest Editor for a number of special issues of Journal of Physics: Condensed Matter. My thanks are extended to Stephen for his advice and for recommending such an enthusiastic new editor to join us. Until recently, the extensive review process engaged by Physica Scripta involved almost every manuscript being forwarded to several researchers for examination. The volume of material being received at present, however, makes this procedure untenable and undesirable, as it would be unfair on those researchers willing to participate in the peer review process to continue to review articles that are obviously destined for rejection. Thus, as a direct result of the increase in volume, a screening procedure has been implemented whereby manuscripts containing insufficiently novel results or papers deemed to be too specialized to warrant inclusion in a broad-based physics journal are being eliminated by experts working actively in the field and deemed to be well-qualified to make this judgment. All of the manuscripts that pass this preliminary round of selection commence the full peer review process. Nevertheless, as it is unrealistic to expect to recruit expert editors to screen every aspect of all subjects, a few manuscripts are occasionally rejected on the basis of just one particularly unfavourable report. These measures are being implemented, in part, because of an awareness that certain researchers are being asked to engage in reviewing with inappropriate regularity: it is my aim to do my best to protect these researchers from excessive and onerous reviewing. As mentioned briefly above, the extensive variety in the material covered by Physica Scripta makes the support of a considerable number of expert subject editors from a variety of fields a necessity. We still have some fields where the addition of further editors is imperative, so I will be striving to identify these and the gaps in our editorial coverage with a view to building up the service that our experts can provide. This is a matter of some urgency, as it must be achieved before the existing editors start to bow under the strain! A second, but by no means less important, priority is to continue to augment the quality of the scientific publications as a whole. This will be achieved by maintaining the trend of increasingly strict acceptance criteria demonstrated in figure 1, where it can be seen that, although the submissions are increasing rapidly, a tight rein is being kept on the quality: the acceptances will not increase with greater rapidity than the quality allows. In addition to the manuscripts received through the conventional submissions process, our popular Comments articles, in which foremost scientists address different topics of interest in their specialist areas, will be expanded. These articles are comprised of discussion papers presenting a historical overview of a subject or reviewing the present state of knowledge, but they go beyond presenting straightforward facts to consider issues that remain open and controversial results. They are written with the explicit intention of being accessible to researchers with a relevant background who are not active in the field, and form part of our deliberate attempt to make research accessible to a wide audience. Another area targeted for growth is that of the Topical Issues, a select series of peer-reviewed publications that includes the Nobel Symposia, and conferences and workshops of notable interest. For completeness, I would like to mention that the Nobel lectures and biographies are available to download free from the Physica Scripta Web site (http://iopscience.iop.org/1402-4896). I would invite all researchers engaged in teaching potential or actual research students to read these inspirational articles. We take our role as the physics journal of the non-profit-making Royal Swedish Academy of Sciences seriously, and intend to actively pursue the goal of promoting physics and strengthening its influence in society. One step taken to achieve this is that of publicising our most accessible articles and making them freely available to the greatest possible extent. Professor Matti Manninen is leaving us subsequent to his appointment as Rector of the University of Jyväskylä. On behalf of IOP Publishing and Physica Scripta, I would like to mention our gratitude to him for his many years of service. In the same breath, I would like to extend a warm welcome to Professors Keen and Rantala. Last, but not least, the considerable contribution that Professor Roger Wäppling has made to the progress of Physica Scripta must be acknowledged. Brought in to expand the condensed matter section in 1985, and promoted to Editor-in-Chief when Professor Bárány stepped down, Roger has managed to increase the contributions in pretty much every subject area, with mathematical physics and quantum physics now being particularly popular sections. Forget the coveralls, Roger's shoes will be large ones to step into! I would like to conclude on a personal note. I have now known Roger for 25 years; during my student days, to my great jealousy, he travelled incessantly and, in my memories, at least, he was away somewhere exotic and exciting every week. There was one thing, however, that one could always guarantee, which was that Roger would return, pop his head around the door and say 'I think it is time we had a party!' I wish him the very best of luck as he prepares for his retirement, I trust that it will be long and happy. I hope that Roger will continue to don his party shoes and join us on many occasions in the future.

  9. Cyril M. Harris: Acoustician, educator, and mentor

    NASA Astrophysics Data System (ADS)

    Raichel, Daniel R.

    2005-09-01

    Cyril M. Harris belongs to that rare breed of technologists who excel in more than one aspect of acoustics. His achievements are legendary in the realms of architectural acoustics, physical acoustics, ultrasound, and speech processes. He coauthored with Vern O. Knudsen a classic text on architectural acoustics and served as editor of several major references. He also excelled as a teacher and mentor. When the author set up the Acoustics Research Center at the Cooper Union, Dr. Harris came over to see the new facility. At my invitation, he gave a lecture before an audience constituted of engineering and architectural students; one surely had to rate this event as one of the best seminars ever given at that institution. When I wrote The Science and Applications of Acoustics, Dr. Harris was generous in giving me permission to use a number of figures from his published texts. He also sent me students from Columbia to use the acoustic facilities at Cooper. One of his referees, a master's degree candidate, conducted a major study on Guastavino tiles for this thesis, which resulted in a prize-winning publication. The manifold accomplishments, influence, and legacy of Cyril Harris will surely resonate for generations to come.

  10. Best Practices and Barriers to Obesity Prevention in Head Start: Differences Between Director and Teacher Perceptions.

    PubMed

    Byrd-Williams, Courtney; Dooley, Erin E; Sharma, Shreela V; Chuang, Ru-Jye; Butte, Nancy; Hoelscher, Deanna M

    2017-12-21

    Practices and barriers to promoting healthy eating and physical activity at Head Start centers may influence children's energy balance behaviors. We examined differences between directors' and teachers' perspectives on best practices and barriers to promoting healthy eating and physical activity in Head Start centers. We conducted a cross-sectional study of directors (n = 23) and teachers (n = 113) at 23 Head Start centers participating in the baseline assessment of the Texas Childhood Obesity Research Demonstration study. Participants completed surveys about practices and barriers to promoting healthy eating and physical activity. Multilevel regression models examined differences between director and teacher responses. More than half of directors and teachers reported meeting most best practices related to nutrition and physical activity; few directors or teachers (<25%) reported conducting physical activity for more than 60 minutes a day, and less than 40% of teachers helped children attend to satiety cues. Significantly more directors than teachers reported meeting 2 nutrition-related best practices: "Teachers rarely eat less healthy foods (especially sweets, salty snacks, and sugary drinks) in front of children" and "Teachers talk to children about trying/enjoying new foods" (P < .05). No barrier to healthy eating or physical activity was reported by more than 25% of directors or teachers. Significantly more teachers than directors reported barriers to healthy eating, citing lack of food service staff support, limited time, and insufficient funds (P < .05). More barriers to healthy eating were reported than were barriers to physical activity indicating that more support may be needed for healthy eating. Differences between responses of directors and teachers may have implications for future assessments of implementation of best practices and barriers to implementation related to nutrition and physical activity in early care and education centers.

  11. Coteaching in Physical Education: A Strategy for Inclusive Practice

    ERIC Educational Resources Information Center

    Grenier, Michelle

    2011-01-01

    Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and…

  12. Comment

    NASA Astrophysics Data System (ADS)

    2001-05-01

    Constant change is here to stay Curriculum change was a major theme in the workshops of Physics On Stage - the Europe-wide meeting of physics teachers hosted at CERN in November. And, human nature being what it is, we all want to manage this change. There are many issues of ownership, consultation and management to consider when undertaking change, but there are a few basic laws we can follow: You can't please everybody all the time. Trying to do so is a recipe for displeasing everybody. If you really want to see the effect of a change you can only change one thing at a time; So if you change too many things at once you can't possibly predict the outcome. But education is so full of so many changes that making a prediction as to how well a curriculum change will work makes weather-forecasting look easy. There are few countries where some kind of educational reform is not taking place. The UK education system is currently coping with over 100 different initiatives. The reform of the post-16 pre-university curriculum into one-year courses (including AS and A2 exams which replace A-levels) is just one of many changes. A recent request for a reference had me dusting off some of the earliest copies of Physics Education from the late sixties and early seventies. It was fascinating to note that curriculum change was probably just as much an issue then as now. Mixed-ability, comprehensive and Nuffield-style education were happening. And we were beginning to ask the question `Computers - will we be using them in Physics classes?' It left me wondering: in thirty years, have we made any real progress in the teaching of physics? Is it better than it was? In this issue of Physics Education we take stock of the changes for 16-18 year-olds in UK schools. Whilst many may question the progress made in physics education over the last thirty years, few can doubt the massive leaps of knowledge made through astronomy and planetary science. 2001 may not have turned out as the 1960s commentators and Stanley Kubrick predicted, but we understand the cosmos and our humble place in it much better. This issue of Physics Education sees contributions on a variety of space themes - Monica Grady, Curator of Meteorites at London's Natural History Museum and world expert on martian meteorites, has contributed a fascinating article, and we consider Time, artificial gravity and the use of computer-controlled telescopes. Few would dispute that the greatest changes to our teaching methods have almost all been due to the rise in available computing power. Computers control telescopes so that with active optics, telescopes in arrays, and with image enhancement techniques we can see far beyond the limits of simple optical apparatus. The internet allows us to control experiments and telescopes on opposite sides of the globe, and allows teachers to get rapid feedback on their students' progress. Interactive whiteboards, electronic conferencing ... the list goes on. We have unprecedented access to information and powerful means of communicating with each other. For good or for bad, the information age brings us too much information, and devalues it. Our students are not awed by our knowledge - they are more critical, harder to impress and more easily bored. A good teacher is one who knows this, who listens to their students and cares. The inspirational teacher is as important as ever. Time, whatever that is (see John Taylor's article), moves on, and change is an inevitable consequence. No living, dynamic system is immune to the effects of time, and our education systems should be living and dynamic. We are not striving for the perfect system, so that we can fix it in tablets of stone; we are working out the best ways to teach our students, today. I hope that this issue of Physics Education helps you to do just that. Editor: Kerry Parker

  13. Pre-Service Teachers Observations of Experienced Teachers

    ERIC Educational Resources Information Center

    Jenkins, Jayne M.

    2014-01-01

    Assigning pre-service teachers to observe experienced teachers is a common practice in teacher preparation programs. The purpose of this study was to identify what physical education pre-service teachers observe when watching an experienced teacher. While enrolled in a methods of teaching physical education course and engaged in their second…

  14. Pre-Service Physics Teachers' Opinions about the Difficulties in Understanding Introductory Quantum Physics Topics

    ERIC Educational Resources Information Center

    Kizilcik, Hasan Sahin; Yavas, Pervin Ünlü

    2017-01-01

    The aim of this study is to identify the opinions of pre-service physics teachers about the difficulties in introductory quantum physics topics. In this study conducted with twenty-five pre-service physics teachers, the case study method was used. The participants were interviewed about introductory quantum physics topics. The interviews were…

  15. Support for New Physics Teachers

    NASA Astrophysics Data System (ADS)

    Adrian, Brian W.; Zollman, D.; Stevens, S.

    2006-12-01

    Teachers of physics can often lack the type of support they desperately need. The Physics Teaching Web Advisory (Pathway) is a dynamic digital library for physics teaching that is designed to offer such support. Carnegie Mellon University’s synthetic interview technology provides the foundation for a system that allows physics teachers to ask questions of a virtual mentor and get video responses. A log of the questions asked of our system provides a rich database of information about just what types of support teachers are requesting. This talk will present a summary of the common types of questions teachers ask. Such information is valuable as we design support systems for physics teachers, both new and experienced. In addition, recent progress and developments will be discussed. Supported by NSF grant numbers DUE-0226157, DUE-0226219, ESI-0455772 & ESI-0455813

  16. Tracking the Career Paths of Physics Teachers in Texas

    ERIC Educational Resources Information Center

    Mount, Jennifer; Marshall, Jill; Fuller, Edward

    2013-01-01

    In Texas, and some other states, there is a documented shortage of physics teachers, in terms of both number and qualifications. The shortage in Texas is due as much to teachers leaving the field (attrition) as to a lack of teachers entering. There are efforts under way to prepare more and better-qualified physics teachers who will stay in the…

  17. Physics teachers' future teaching plans

    NASA Astrophysics Data System (ADS)

    2012-03-01

    There are two sides of the physics teacher turnover equation: teachers leaving and teachers entering. This month we will focus on teachers' future teaching plans. As seen in the figure, about 5% of the 27,000 teachers who taught physics in U.S. high schools in 2008-09 were in their first year of teaching physics (but not necessarily their first year of leaching at the high school level). Of those, about 9% planned to quit teaching; less than 3.5% of the experienced teachers planned to quit at the end of the current school year. The higher attrition rate among first-year teachers is common across all high school teachers—and other careers—as people enter new fields and then leave quickly for various reasons.

  18. The Impact of the Louisiana State University Physics Entrance Requirement on Secondary Physics in Louisiana

    NASA Astrophysics Data System (ADS)

    McCoy, Michael Hanson

    State Department of Education data was examined to determine the number of students enrolled in physics, physics class number, physics teacher number, and physics teacher certification. Census data from public and nonpublic school teachers, principals, and superintendents was analyzed. Purposive sampling of seven public and four nonpublic schools was used for site visitation including observations of physics classes, interviews of teachers and principals, and document acquisition. The literature base was drawn from a call for an increase in academic requirements in the sciences by the National Commission on Excellence in Education, the Southern Regional Education Board, the American Association for Advancement in the Sciences, and numerous state boards of education. LSU is the only major state university to require physics as an academic admission standard. Curriculum changes which influenced general curriculum change were: leveling of physics classes; stressing concepts, algebra, and doing problems in level-one; stressing trigonometry and problem solving in level-two; and increased awareness of expectations for university admission. Certified physics teachers were positive toward the requirement. The majority adopted a "wait-and-see" attitude to see if the university would institute the physics standard. Some physics teachers, nonphysics majors, were opposed to the requirement. Those who were positive remained positive. Those who developed the wait-and-see adopted the leveled physics course concept in 1989 and were positive toward the requirement. College-bound physics was taught prior to the requirement. The State Department of Education leveled physics in 1989. Level-one physics was algebra and conceptual based, level-two physics was trigonometry based, and a level-three physics, advanced placement was added. Enrollment doubled in public schools and increased 40% in nonpublic schools. African-American enrollment almost doubled in public and nonpublic schools. Oriental enrollment increased 40% in public schools. Hispanic enrollment increased 120% in public schools. Female enrollment in public schools increased 27.6% and 10% in nonpublic schools. The number of physics faculty members increased 33% in public schools and 25% in nonpublic schools. Newly certified physics teachers increased 80% although demand exceeded teacher supply. The proportion of certified to noncertified public school physics teachers declined 12% and spiraled downward 25% for nonpublic school physics teachers.

  19. Measuring Teacher Effectiveness in Physical Education

    ERIC Educational Resources Information Center

    Rink, Judith E.

    2013-01-01

    This article summarizes the research base on teacher effectiveness in physical education from a historical perspective and explores the implications of the recent emphasis on student performance and teacher observation systems to evaluate teachers for physical education. The problems and the potential positive effects of using student performance…

  20. Educating Primary Teachers to Teach Physical Education

    ERIC Educational Resources Information Center

    Tsangaridou, Niki

    2012-01-01

    Research evidence suggests that, worldwide, physical education in early years is mainly taught by primary teachers (Graber et al., 2008; Hunter, 2006; Kirk, 2005). Descriptions of primary teachers' experiences of teaching physical education are particularly essential as an avenue for developing better-quality teacher training for teaching primary…

  1. Letter to the editor : Impartial review is key.

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Crabtree, G. W.; Materials Science Division

    The News Feature, 'Misconduct in physics: Time to wise up? [Nature 418, 120-121; 2002], raises important issues that the physical-science community must face. Argonne National Laboratory's code of ethics calls for a response very similar to that of Bell Labs, namely: 'The Laboratory director may appoint an ad-hoc scientific review committee to investigate internal or external charges of scientific misconduct, fraud, falsification of data, misinterpretation of data, or other activities involving scientific or technical matters.'

  2. Big-Bang-Gate Cosmic Titanic: Why Aren't Physics Journal's Editors Bringing It To The Center of Scientific Attention

    NASA Astrophysics Data System (ADS)

    Gentry, Robert

    2010-02-01

    Until now science's greatest debacle occurred when Copernicus exposed Ptolemaic cosmologists' 1300 hundred year-long fraud that it must be true because observations fit theory so well, while they ignored the untested state of its central assumption of Earth centered planetary motion. With much hubris modern physicists are confident this could never happen again, that the integrity of physics journals editors suffices to guarantee that a challenge to the reigning cosmological theory -- big bang cosmology -- would immediately be brought to the center of scientific attention for analysis and discussion. In fact a decade ago it was reported [MPLA 2619 (1997); arXiv:gr-gc/9806061] that, like Ptolemaic cosmology before it, big bang's central assumption that GR expansion effects cause in-flight expansion had never been tested and, further, that experimental testing of it using GR operation of the GPS showed it to be false. This result proves it is impossible for the 2.73 K CBR to be fireball relic radiation. These results were expanded in CERN reports EXT-2003-021;022, but have been uniformly rejected by physics journals, one of which accepted a paper similar to CERN EXT-2003-022, only to reject it a few days later with the admission not to publish it because of fearing reaction of the worldwide physics community. For update on my PRL submission see http://www.alphacosmos.net. )

  3. Teachers' Perceptions of Physical Aggression among Secondary School Students: A New Zealand View

    ERIC Educational Resources Information Center

    Marsh, Louise; Williams, Sheila; McGee, Rob

    2009-01-01

    Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers.…

  4. CSPAP Professional Preparation: Takeaways from Pioneering Physical Education Teacher Education Programs

    ERIC Educational Resources Information Center

    Carson, Russell L.; Castelli, Darla M.; Kulinna, Pamela Hodges

    2017-01-01

    As comprehensive school physical activity program (CSPAP) professional development becomes increasingly available to current K-12 physical education teachers, this special feature shifts attention to the preparation of future PE teachers and teacher educators for CSPAP. The purpose of this concluding article is to summarize the undergraduate- and…

  5. Teachers' Knowledge about and Views of the National Standards for Physical Education

    ERIC Educational Resources Information Center

    Chen, Weiyun

    2006-01-01

    This study investigated the current levels of teachers' knowledge about and views of the National Standards for Physical Education (NASPE, 1995) and factors that influenced the teachers' understandings and interpretations of the standards. Twenty-five elementary and secondary physical education teachers voluntarily participated in this study. Data…

  6. First-Hand Participation: Illuminating Teachers' Self-Perceptions of Physical Activity Delivery

    ERIC Educational Resources Information Center

    Till, Jude; Ferkins, Lesley

    2014-01-01

    The study examines school-based physical activity in investigating teachers' perceptions of a physical activity-related professional development (PD) intervention in New Zealand primary schools. Eighteen semi-structured interviews with six teachers from two schools was the primary data collection method. Using a selected programme, teachers'…

  7. Influence of Children's Physical Attractiveness on Teacher Expectations.

    ERIC Educational Resources Information Center

    Kenealy, Pamela; And Others

    1988-01-01

    Ratings of the physical attractiveness of 11-to-12-year-old children were obtained, and the association between physical attractiveness and teachers' judgements of these children were examined. Teachers revealed a systematic tendency to rate girls higher than boys, and significant sex differences were observed in teachers' ratings of…

  8. The role of physics departments in the recruitment, preparation and support of pre-college teachers of physics

    NASA Astrophysics Data System (ADS)

    Seeley, Lane

    2008-05-01

    The United States faces a critical shortage of qualified physics and physical science teachers. The number of high school students taking physics is increasing but the number of physics majors pursuing careers in pre-college teaching is not nearly sufficient to meet the demand. College and university physics departments have content expertise and ready access to potential future teachers of physics. In order to address the crisis in physics and physical science education, APS, AAPT, and AIP have developed the PhysTEC project. Seattle Pacific University is one of six fully funded PhysTEC sites. The PhysTEC project also supports a coalition of more than one hundred institutions that are committed to improving K-12 physics and physical science education. This talk will describe the national PhysTEC project along with our local PhysTEC program. We will explore ways in which physics departments can more fully integrate the preparation of pre-college physics teachers within existing departmental priorities. We will discuss opportunities for regional partnerships between 2-year and 4-year colleges, school districts, and teacher preparation programs. We will also highlight ways in which our research on the learning and teaching of physics informs the development of tools that teachers and teacher educators can use to diagnose student ideas and to design subsequent instruction that capitalizes on these ideas. In collaboration with Stamatis Vokos, Seattle Pacific University and Pam Kraus, Facet Innovations LLC.

  9. Pedagogical Content Knowledge and Preparation of High School Physics Teachers

    ERIC Educational Resources Information Center

    Etkina, Eugenia

    2010-01-01

    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--PCK). The program has been in place…

  10. Elementary Physical Education Teachers' Content Knowledge of Physical Activity and Health-Related Fitness

    ERIC Educational Resources Information Center

    Santiago, Jose A.; Disch, James G.; Morales, Julio

    2012-01-01

    The purpose of this study was to examine elementary physical education teachers' content knowledge of physical activity and health-related fitness. Sixty-four female and 24 male teachers completed the Appropriate Physical Activity and Health-Related Fitness test. Descriptive statistics results indicated that the mean percentage score for the test…

  11. PREFACE: 26th Summer School and International Symposium on the Physics of Ionized Gases (SPIG 2012)

    NASA Astrophysics Data System (ADS)

    Kuraica, Milorad; Mijatovic, Zoran

    2012-11-01

    This volume of Journal of Physics: Conference Series contains the general invited lectures, topical invited lectures and progress reports presented at the 26th Summer School and International Symposium on the Physics of Ionized Gases - SPIG 2012. The conference was held in Zrenjanin, Serbia, from 27-31 August. The SPIG conference has a 52 year long tradition. The structure of the papers in this volume cover the following sections: atomic collision processes, particle and laser beam interactions with solids, low temperature plasmas and general plasmas. As these four topics often overlap and merge in numerous fundamental studies and, more importantly applications, SPIG in general serves as a venue for exchanging ideas in the related fields. We hope that this volume will be an important source of information about progress in plasma physics and will be useful, first of all, for students, but also for plasma physics scientists. The Editors would like to thank the invited speakers for their participation at SPIG 2012 and for their efforts writing contributions for this volume. We also express our gratitude to the members of Scientific and Organizing committees for their efforts in organizing this SPIG. Especially we would like to thank the Ministry of Education, Science and Technological Development of Republic of Serbia, Provincial Secretariat for Science and Techonological Development, Province of Vojvodina, Institute Français de Serbie and Biser Zrenjanin for financial support as well as the European Physical Society (EPS) for supporting the award for the best poster of a young scientist and American Elements, USA. Milorad Kuraica Zoran Mijatovic October 2012 Editors

  12. A Tale of 2 Teachers: A Preschool Physical Activity Intervention Case Study.

    PubMed

    Howie, Erin K; Brewer, Alisa E; Dowda, Marsha; McIver, Kerry L; Saunders, Ruth P; Pate, Russell R

    2016-01-01

    Preschool settings vary greatly, and research has shown that interventions are more successful when they can be adapted to individual settings. This is a descriptive case study of how 2 teachers successfully adapted and implemented a preschool physical activity intervention. The Study of Health and Activity in Preschool Environments (SHAPES) was a 3-year physical activity intervention. A detailed case study of 2 high-implementing teachers was conducted. Multiple data sources included accelerometry, direct observation, teacher surveys, and intervention staff field notes. Teacher A focused on integrating physical activity into a wide range of activities, including parent and community events. Teacher B focused on high-intensity, structured activities. Both teachers supported the intervention, worked closely with intervention staff, and operated their classroom as an autonomous unit with support from their directors. Teacher A provided an average of 31.5, 78.0, and 67.5 min of physical activity opportunity per day of observation during years 1, 2, and 3. Teacher B provided an average of 2.7, 33.5, and 73.3 minutes of physical activity opportunity per day of observation. Successful implementation of physical activity interventions may look different in different contexts; thus, interventions should allow for flexible implementation. © 2015, American School Health Association.

  13. A Tale of Two Teachers: A Preschool Physical Activity Intervention Case Study

    PubMed Central

    Howie, Erin K.; Brewer, Alisa E.; Dowda, Marsha; McIver, Kerry L.; Saunders, Ruth P.; Pate, Russell R.

    2016-01-01

    BACKGROUND Preschool settings vary greatly, and research has shown that interventions are more successful when they can be adapted to individual settings. This is a descriptive case study of how two teachers successfully adapted and implemented a preschool physical activity intervention. METHODS The Study of Health and Activity in Preschool Environments (SHAPES) was a three-year physical activity intervention. A detailed case study of two high-implementing teachers was conducted. Multiple data sources included accelerometry, direct observation, teacher surveys and intervention staff field notes. RESULTS Teacher A focused on integrating physical activity into a wide range of activities, including parent and community events. Teacher B focused on high-intensity, structured activities. Both teachers supported the intervention, worked closely with intervention staff, and operated their classroom as an autonomous unit with support from their directors. Teacher A provided an average of 31.5, 78.0 and 67.5 minutes of physical activity opportunity per day of observation during Years 1, 2, and 3. Teacher B provided an average of 2.7, 33.5, and 73.3 minutes of physical activity opportunity per day of observation. CONCLUSION Successful implementation of physical activity interventions may look different in different contexts; thus, interventions should allow for flexible implementation. PMID:26645417

  14. Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks

    ERIC Educational Resources Information Center

    Dinkel, Danae M.; Lee, Jung-Min; Schaffer, Connie

    2016-01-01

    This study examined teachers' zone of proximal development for classroom physical activity breaks by assessing teachers' knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n = 346 teachers) took part in a short online survey. Descriptive statistics were calculated and chi-square…

  15. Validation of a Teachers' Achievement Goal Instrument for Teaching Physical Education

    ERIC Educational Resources Information Center

    Wang, Jian; Shen, Bo; Luo, Xiaobin; Hu, Qingshan; Garn, Alex C.

    2018-01-01

    Purpose: Using Butler's teacher achievement goal orientation as a conceptual framework, we developed this study to validate a teachers' achievement goal instrument for teaching physical education. Methods: A sample of 322 Chinese physical education teachers participated in this study and completed measures of achievement goal orientations and job…

  16. Pre-Service Primary Teachers Negotiating Physical Education Identities during the Practicum

    ERIC Educational Resources Information Center

    Fletcher, Tim; Kosnik, Clare

    2016-01-01

    This research examined the ways in which pre-service primary teachers' experiences of physical education during the practicum influenced the development of their identities as teachers of physical education. Guided by a social constructivist view of identity, semi-structured interviews were conducted with 10 pre-service teachers over one academic…

  17. Recruitment of Secondary School Physics Teachers--An International Viewpoint.

    ERIC Educational Resources Information Center

    Mayfield, M. R.

    This report of the findings of the working group on "recruitment" of the International Congress on the Education of Secondary School Physics Teachers held in Hungary in September, 1970, includes reasons for the shortage of physics teachers (low salaries, excessive class load, lack of prestige, and inadequate programs of teacher preparation),…

  18. Assessing Student Achievement in Physical Education for Teacher Evaluation

    ERIC Educational Resources Information Center

    Mercier, Kevin; Doolittle, Sarah

    2013-01-01

    While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

  19. Neither Shaking nor Stirring: A Case Study of Reflexivity in Norwegian Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Mordal-Moen, Kjersti; Green, Ken

    2014-01-01

    This paper examines the place of reflexivity in the "philosophies" and practices of physical education (PE) teacher educators in Norway. Using a case study approach to one quite typical institution delivering physical education teacher education (PETE) in Norway, semi-structured interviews were conducted with 15 teacher educators.…

  20. Students' Individual and Social Behaviors with Physical Education Teachers' Personality

    ERIC Educational Resources Information Center

    Arbabisarjou, Azizollah; Sourki, Mehdi Sadeghian; Bonjar, Seyedeh Elaham Hashemi

    2016-01-01

    The main objective for this survey is to assess the relationship between physical education teachers' personality and students' individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were…

  1. HST at CERN an Amazing Adventure

    NASA Astrophysics Data System (ADS)

    Restivo, Evelyn

    2009-04-01

    The High School Teacher Program (HST) at the European Organization for Nuclear Research, CERN, in Geneva, Switzerland was initiated in 1998 by a group of scientists, as a multicultural international program designed to introduce high school physics teachers to high-energy physics. The goal of the program is to provide experiences and materials that will help teachers lead their students to a better understanding of the physical world. Interacting with physics teachers from around the world leads to new approaches for dealing with educational issues that all teachers encounter. The program includes a variety of tours, a series of lectures and classroom activities about the physics expected from the Large Hadron Collider.

  2. The Examination of Physical Education Teachers' Perceptions of Their Teacher Training to Include Students with Disabilities in General Physical Education

    ERIC Educational Resources Information Center

    Townsend, Amy

    2017-01-01

    Despite legislative mandates, only 32% of states require specific licensure in adapted physical education (APE); consequently, general physical educators are challenged with including students with disabilities into regular classrooms. Although physical education teachers are considered qualified personnel to teach students with disabilities in…

  3. Views about Learning Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

    ERIC Educational Resources Information Center

    Mulhall, Pamela; Gunstone, Richard

    2012-01-01

    Research into teacher thinking offers potential insights into ways of promoting better teaching. A recent qualitative study explored the views about physics, and learning and teaching physics of a group of teachers whose classroom practice was "traditional" and a group who used conceptual change teaching approaches. This paper focuses on the views…

  4. A Study of Current and Desired State of Physics Education in Iranian Female Secondary Schools

    ERIC Educational Resources Information Center

    Liaghatdar, Mohammad J.; Soltani, Asghar; Shojaei, Rashin; Siadat, Ali

    2012-01-01

    This study has examined the characteristics of physics teachers, their professional competences, supplies of equipments and technologies, appropriate textbooks and motivational factors in students' learning of physics from female physics teacher's points of view. The population included all female physics teachers in Isfahan city and a total of 88…

  5. News

    NASA Astrophysics Data System (ADS)

    2004-01-01

    Physics on Stage: Physics on Stage focuses on life Women in Physics: DNA posters highlight the role of women Physics on Stage: Not just fair but better than ever Physics on Stage: Food inspires teaching of physics Physics on Stage: Powerful performances dispel the myth of boring physics Physics Songs: Physics inspires some of our readers to sing Physics on Stage: Awards recognize achievements of science teachers in Europe Curriculum: Japan tests Advancing Physics UK Assessment System: Assessment overhaul is overdue Future Physicists: Ambassadors are bringing physics alive Physics at work: Physics at work still going strong Teaching Teachers: US coalition helps new teachers Forthcoming Events

  6. Historical Survey of Research in Physics Teacher Preparation

    NASA Astrophysics Data System (ADS)

    Meltzer, David E.

    2017-01-01

    There have been efforts to provide specialized preparation for prospective physics teachers for over 100 years, both in the U.S. and elsewhere. However, systematic research investigations of these efforts are much more scarce, particularly in the U.S. I will review some highlights of research in physics teacher preparation reported in the U.S. and in several other countries as early as the 1920s. The more recent investigations (beginning around 1970) reveal a pattern of teacher preparation practices emphasizing multiple, extended experiences in analyzing physical systems-and making and testing hypotheses of experimental outcomes-by developing and reflecting on laboratory-based physics activities that are often subsequently taught (as simulated ``micro-teaching'' or in actual classrooms), all under close guidance and intensive coaching from expert physics-teacher educators. Outcomes reported include improvements in the quality of experiment design (emphasizing student-generated explanations rather than rote procedures), and in ability to communicate, better awareness of physics teachers' pedagogical knowledge, and improved learning gains by the teachers' students on tests of conceptual understanding. Supported in part by NSF DUE #1256333.

  7. International Journal of Molecular Science 2017 Best Paper Award.

    PubMed

    2017-11-02

    The Editors of the International Journal of Molecular Sciences have established the Best Paper Award to recognize the most outstanding articles published in the areas of molecular biology, molecular physics and chemistry that have been published in the International Journal of Molecular Sciences. The prizes have been awarded annually since 2012 [...].

  8. Rewarding Work, Priceless Collaborations, Much Gratitude.

    PubMed

    Simoneau, Guy G

    2015-12-01

    In this editorial of his final issue as Editor-in-Chief, Dr Guy G. Simoneau shares his thoughts on how changes in the areas of physical therapy research design, professional collaboration, publishing and communication technology, and publication standards played out in the world of JOSPT and recognize the many people who supported and implemented the changes.

  9. DNA as information: at the crossroads between biology, mathematics, physics and chemistry

    PubMed Central

    2016-01-01

    On the one hand, biology, chemistry and also physics tell us how the process of translating the genetic information into life could possibly work, but we are still very far from a complete understanding of this process. On the other hand, mathematics and statistics give us methods to describe such natural systems—or parts of them—within a theoretical framework. Also, they provide us with hints and predictions that can be tested at the experimental level. Furthermore, there are peculiar aspects of the management of genetic information that are intimately related to information theory and communication theory. This theme issue is aimed at fostering the discussion on the problem of genetic coding and information through the presentation of different innovative points of view. The aim of the editors is to stimulate discussions and scientific exchange that will lead to new research on why and how life can exist from the point of view of the coding and decoding of genetic information. The present introduction represents the point of view of the editors on the main aspects that could be the subject of future scientific debate. PMID:26857674

  10. PERSONALITY CHARACTERISTICS OF INNOVATIVE PHYSICS TEACHERS.

    ERIC Educational Resources Information Center

    WALBERG, HERBERT J.; WELCH, WAYNE W.

    TO DETERMINE HOW THE INNOVATIVE PHYSICS TEACHER'S PERSONALITY DIFFERS FROM HIS NON-INNOVATIVE COLLEAGUE'S AND HOW HIS PERSONALITY IS RELATED TO HIS KNOWLEDGE OF PHYSICS AND HIS ATTITUDES TOWARD TEACHING, 36 MALE PHYSICS TEACHERS WERE GIVEN THE ALLPORT-VERNON-LINDZEY STUDY OF VALUES (AVL), THE EDWARDS PERSONAL PREFERENCE SCHEDULE (EPPS), THE…

  11. Modified Delphi Investigation of Lesson Planning Concepts for Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Sager, Jack W.

    2012-01-01

    Improving the methods of instructing future educators, through program evaluation and improvement, should be a goal of all teacher education programs. In physical education, the National Association for Sport & Physical Education created standards for initial preparation of physical education teachers. The six standards for preparation include…

  12. CMS Configuration Editor: GUI based application for user analysis job

    NASA Astrophysics Data System (ADS)

    de Cosa, A.

    2011-12-01

    We present the user interface and the software architecture of the Configuration Editor for the CMS experiment. The analysis workflow is organized in a modular way integrated within the CMS framework that organizes in a flexible way user analysis code. The Python scripting language is adopted to define the job configuration that drives the analysis workflow. It could be a challenging task for users, especially for newcomers, to develop analysis jobs managing the configuration of many required modules. For this reason a graphical tool has been conceived in order to edit and inspect configuration files. A set of common analysis tools defined in the CMS Physics Analysis Toolkit (PAT) can be steered and configured using the Config Editor. A user-defined analysis workflow can be produced starting from a standard configuration file, applying and configuring PAT tools according to the specific user requirements. CMS users can adopt this tool, the Config Editor, to create their analysis visualizing in real time which are the effects of their actions. They can visualize the structure of their configuration, look at the modules included in the workflow, inspect the dependences existing among the modules and check the data flow. They can visualize at which values parameters are set and change them according to what is required by their analysis task. The integration of common tools in the GUI needed to adopt an object-oriented structure in the Python definition of the PAT tools and the definition of a layer of abstraction from which all PAT tools inherit.

  13. Pre-service teachers' metaphorical perceptions of "physics" as a concept

    NASA Astrophysics Data System (ADS)

    Aykutlu, Isil; Bayrak, Celal; Bezen, Sevim

    2018-02-01

    In this study, the aim is to reveal pre-service biology, chemistry and mathematics teachers' metaphorical perceptions for physics. This study was patterned by employing phenomenology, which is one of the qualitative research methods. Sampling of the study consists of 90 pre-service teachers enrolled at the departments of biology, chemistry, and mathematics education at the faculty of education of a state university in Ankara. A metaphor form was prepared to determine pre-service teachers' mental metaphors for the physics concept. Then, it was determined that a total of 80 pre-service teachers generated 34 different metaphors for physics concept. As a result of the study, 34 metaphors generated by pre-service teachers for "physics" concept were gathered under seven different categories. Also, it was determined that pre-service teachers express most frequently "life" (26,25%) and "a difficult to solve problem"(21,25%) which take place in conceptual categories.

  14. Letters to the Editor

    NASA Astrophysics Data System (ADS)

    1993-01-01

    Elementary particles and philosophy of scienceEric ScerriDepartment of History and Philosophy of Science, King's College, London, UK Muscle forces and Newton's third lawA H BachmanPhysics Department, City College of New York, NY 10031, USA Science for the year 2000Martin Brown122 Bryansburn Road, Bangor, County Down BT20 3RG, UK More examples of the harmonic meanA TanDepartment of Physics, Alabama A & M University, Normal, AL 35762, USA Science SATsD L Richards16 Purcell Crescent, London SW6 7PB, UK

  15. Canadian Journal of Physics. Volume 69, Number 2 (Revue Canadienne de Physique. Volume 69, Numero 2

    DTIC Science & Technology

    1991-02-01

    4KNational Research Conseil national Council Canada de recherches Canada SMC CtRC Canadian Journal Revue canadienne of Physics de physique Volume 69...Number 2, February 1991 Volume 69, num~ro 2, W~rier 1991 AD-A235 711 Aviliable for $36.00 from National Research Council of Canada, Ottawa, Ont...Publid par THE NATIONAL RESEARCH COUNCIL OF CANADA LE CONSEIL NATIONAL DE RECHERCHES DU CANADA Editor R. W. NICHOLLS Directeur scientifique Editorial

  16. Less reality, more security

    NASA Astrophysics Data System (ADS)

    Ekert, Artur

    2009-09-01

    On 25 March 1935 John Tate, the then editor of Physical Review, received a paper that Einstein had co-authored with Boris Podolsky and Nathan Rosen, his younger colleagues at Princeton. The logbooks of Physical Review show that the EPR paper, as it has since become known, bypassed the refereeing process and went straight to press. Four printed pages of beautifully constructed argument appeared in the 15 May issue. They were heralded by a brief article in the New York Times titled "Einstein attacks quantum theory". And so he did.

  17. Steamer Training System and Graphics Editor, 1987 Version

    DTIC Science & Technology

    1987-09-01

    NIIHAU : >simenv>documentation>simenv-read me.text.24 7/30/87 18:29:51 Page 1 SMode: Text-- Herewith are instructions for installing the Genera 7.0 (should...lowercase: t; package: file-system; - (set-logical-pathname-host "simenv" : physical-host " niihau " :translations ((C"simenv;" ">3imenv>") steamer-system...translations ;;--- mode: lisp; base: 10; lowercase: t; package: file-system;-- (fS:set-logical-pathname-host "steamer-system" :physical-host " niihau

  18. Professional Development Activities and Support among Physical Education Teachers in the United States

    ERIC Educational Resources Information Center

    Cardina, Catherine E.; DeNysschen, Carol

    2018-01-01

    Purpose: This study described professional development (PD) among public school physical education (PE) teachers and compared PE teachers to teachers of other subjects. Method: Data were collected from a nationally representative sample of public school teachers in the United States. Descriptive statistics were used to describe teachers' support…

  19. Physics Teacher Knowledge Aimed in Pedagogical Studies in Finland and in South Korea

    ERIC Educational Resources Information Center

    Krzywacki, Heidi; Kim, Byeong-Chan; Lavonen, Jari

    2017-01-01

    This paper analyzes the pedagogical studies of Finnish and South Korean physics teacher education programs that guide teacher educators to support student teachers' to build readiness for acting as professional teachers in a secondary school classroom. Research on the domains and origin of teachers' professional knowledge provides a framework for…

  20. Geomorphological Fieldwork

    USGS Publications Warehouse

    Thornbush, Mary J; Allen, Casey D; Fitzpatrick, Faith A.

    2014-01-01

    Geomorphological Fieldwork addresses a topic that always remains popular within the geosciences and environmental science. More specifically, the volume conveys a growing legacy of field-based learning for young geomorphologists that can be used as a student book for field-based university courses and postgraduate research requiring fieldwork or field schools. The editors have much experience of field-based learning within geomorphology and extend this to physical geography. The topics covered are relevant to basic geomorphology as well as applied approaches in environmental and cultural geomorphology. The book integrates a physical-human approach to geography, but focuses on physical geography and geomorphology from an integrated field-based geoscience perspective.

  1. Exploring the Dyad: The Relationship Establishment between a Novice Physical Education Teacher and His Mentor

    ERIC Educational Resources Information Center

    Gordon, Evelyn J.

    2017-01-01

    The retention of new teachers is a noteworthy issue among physical education teachers. One way to combat attrition is with the implementation of induction programs that have a strong emphasis on mentoring. Mentoring creates a "growth-in-connection" for the novice physical education teacher as well as the mentor. The relational cultural…

  2. A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

    ERIC Educational Resources Information Center

    Kim, Insook; Lee, Yun Soo; Ward, Phillip; Li, Weidong

    2015-01-01

    Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…

  3. Are Grades 10-12 Physical Sciences Teachers Equipped to Teach Physics?

    ERIC Educational Resources Information Center

    Basson, Ilsa; Kriek, Jeanne

    2012-01-01

    South African schools have been confronted with educational reform since the mid-nineties and the process is still continuing. The concomitant changes put a very high demand on physical sciences teachers and also have an impact on teacher behaviour. The purpose of this study was to probe whether teachers could be considered equipped to teach the…

  4. Differences between Social Science Teachers and Physics Teachers about Beliefs of Competences Model in Mexico

    ERIC Educational Resources Information Center

    Ramirez Díaz, Mario H.; Garcia Trujillo, Luís Antonio; Chávez-Campos, David A.

    2016-01-01

    This paper shows the results of a diagnostic research that evaluates the perception of teaching competencies by physics teachers, in universities and high schools that have experienced curricular change of the mode of competences-based education (EBC). The research was conducted in both physics teachers in high school and college level nationally…

  5. Finnish Physical Education Teachers' Self-Reported Use and Perceptions of Mosston and Ashworth's Teaching Styles

    ERIC Educational Resources Information Center

    Jaakkola, Timo; Watt, Anthony

    2011-01-01

    The main purpose of the study was to analyze teaching styles used in Finnish physical education. Another aim was to investigate the relationships between background characteristics of teachers and use of teaching styles. The participants of the study were 294 (185 females and 109 males) Finnish physical education teachers. The teachers responded…

  6. Prospective Elementary Teachers' Analysis of Children's Science Talk in an Undergraduate Physics Course

    ERIC Educational Resources Information Center

    Harlow, Danielle B.; Swanson, Lauren H.; Otero, Valerie K.

    2014-01-01

    We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students'…

  7. Enhancing Pre-Service Physics Teachers' Perceived Self-Efficacy of Argumentation-Based Pedagogy through Modelling and Mastery Experiences

    ERIC Educational Resources Information Center

    Ogan-Bekiroglu, Feral; Aydeniz, Mehmet

    2013-01-01

    This study explored the impact of explicit instruction on argumentation-based pedagogy, coupled with modelling and hands-on learning activities on pre-service physics teachers' perceived self-efficacy to teach science through argumentation. Participants consisted of 24 pre-service physics teachers attending an established teacher education program…

  8. Determining Which Introductory Physics Topics Pre-Service Physics Teachers Have Difficulty Understanding and What Accounts for These Difficulties

    ERIC Educational Resources Information Center

    Sahin, Esin; Yagbasan, Rahmi

    2012-01-01

    This study aims at diagnosing which subjects pre-service physics teachers have difficulty understanding in introductory physics courses and what accounts for these difficulties. A questionnaire consisting of two qualitative questions was used to collect data for this study. The questionnaire was administered to 101 pre-service physics teachers who…

  9. Obtaining Laws through Quantifying Experiments: Justifications of Pre-Service Physics Teachers in the Case of Electric Current, Voltage and Resistance

    ERIC Educational Resources Information Center

    Mäntylä, Terhi; Hämäläinen, Ari

    2015-01-01

    The language of physics is mathematics, and physics ideas, laws and models describing phenomena are usually represented in mathematical form. Therefore, an understanding of how to navigate between phenomena and the models representing them in mathematical form is important for a physics teacher so that the teacher can make physics understandable…

  10. Physical Education Teacher Educators' Views Regarding the Purpose(s) of School Physical Education

    ERIC Educational Resources Information Center

    McEvoy, Eileen; Heikinaro-Johansson, Pilvikki; MacPhail, Ann

    2017-01-01

    The aim of this paper was to gain an understanding of the views of a group of physical education teacher educators on the purpose(s) of school physical education and whether, how and why these views have changed over time. Semi-structured individual interviews were carried out with thirteen physical education teacher educators; a fourteenth…

  11. Pre-Service Physics Teachers' Views on Designing and Developing Physics Digital Stories

    ERIC Educational Resources Information Center

    Kocakaya, Serhat; Kotluk, Nihat; Karakoyun, Ferit

    2016-01-01

    The aim of this study is to determine the pre-service physics teachers' views on the effect of designing and developing physics digital stories (DST) on improving their 21st century skills. The study is a qualitative research carried out with 13 pre-service physics teachers, who participated in the course of designing and developing DST, during 6…

  12. A Call To Action for Physics Departments: Findings and Recommendations of the National Task Force on Teacher Education in Physics

    NASA Astrophysics Data System (ADS)

    Vokos, Stamatis

    2010-10-01

    The National Task Force on Teacher Education in Physics (T-TEP) concluded its two-year investigation of the professional preparation of teachers of physics in the U.S. T-TEP, formed by APS, AAPT, and AIP, was charged with (a) identifying generalizable, yet flexible, strategies that institutions, and in particular physics departments and schools or colleges of education, can employ to increase the number of qualified physics teachers, (b) identifying effective strategies in recruitment, models of professional preparation, and higher education systems of support during the first three years of teaching, and (c) articulating research, policy, and funding implications. In this talk, the major findings and recommendations of the T-TEP report will be discussed and ways to leverage the report to transform the physics teacher education system will be outlined.

  13. Teachers' approaches to teaching physics

    NASA Astrophysics Data System (ADS)

    2012-12-01

    Benjamin Franklin said, "Tell me, and I forget. Teach me, and I remember. Involve me, and I learn." He would not be surprised to learn that research in physics pedagogy has consistently shown that the traditional lecture is the least effective teaching method for teaching physics. We asked high school physics teachers which teaching activities they used in their classrooms. While almost all teachers still lecture sometimes, two-thirds use something other than lecture most of the time. The five most often-used activities are shown in the table below. In the January issue, we will look at the 2013 Nationwide Survey of High School Physics teachers. Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

  14. Turkish Physics Teachers' Views about the 2007 Physics Teaching Program and its Implementation

    ERIC Educational Resources Information Center

    Mercan, Fatih Caglayan

    2013-01-01

    The renewal of the secondary school physics teaching program was initiated in 2008, however, there is limited research investigating physics teachers' enactment of the teaching program in their classes. The purpose of this study was to identify and describe teachers' views about the official teaching program and its implementation. The…

  15. The Importance of Indirect Teaching Behaviour and Its Educational Effects in Physical Education

    ERIC Educational Resources Information Center

    Jung, Hyunwoo; Choi, Euichang

    2016-01-01

    Background: Physical education teacher behaviour has been a subject of study in physical education including physical education teacher education for 30 years. However, the research on teacher behaviour has tended to focus on direct teaching behaviour (DTB) to demonstrate the benefits of effective teaching, centred on a technical understanding of…

  16. The Possibilities of "Doing" Outdoor and/or Adventure Education in Physical Education/Teacher Education

    ERIC Educational Resources Information Center

    Sutherland, Sue; Legge, Maureen

    2016-01-01

    Background: Physical education has a long association with teaching outdoor and/or adventure education (OAE). As physical education teacher educators, with a special interest in teaching OAE, we wanted to examine perceptions of models based practices in physical education/teacher education. Purpose: This manuscript; explores and critiques a range…

  17. Physical Activity during Physical Education Lessons: A Qualitative Investigation of Australian PE Teacher Perceptions

    ERIC Educational Resources Information Center

    Bennie, Andrew; Langan, Edel

    2015-01-01

    School physical education (PE) experiences play a critical role in adolescents' physical activity (PA) levels. Teachers are crucial to students' initial experiences in PA; however, limited research has explored teachers' perspectives about PA during PE using in-depth qualitative research techniques. We conducted interviews with 25 current…

  18. "Still Finding the Ground": A Self-Study of a First-Year Physical Education Teacher Educator

    ERIC Educational Resources Information Center

    Richards, K. Andrew R.; Ressler, James D.

    2017-01-01

    While decades of research have documented the socialization of inservice physical education teachers, the socialization of physical education faculty members has only recently become a research focus. Self-study of teacher education practices is becoming increasingly popular when exploring the lived experiences of physical education faculty. We…

  19. Facebook Connection Styles among Physical Education Teacher Candidates

    ERIC Educational Resources Information Center

    Erdogdu, Murat

    2016-01-01

    The purpose of this study is to determine the Facebook connection styles of physical education (PE) teacher candidates. The participants were composed of 626 (age = 21.21 ± 2.024) physical education teacher candidates from the departments of Physical Education and Sports. They teach in five different universities. It was done in 2014-2015 academic…

  20. School-Based Youth Physical Activity Promotion: Thoughts and Beliefs of Pre-Service Physical Education Teachers

    ERIC Educational Resources Information Center

    Rachele, Jerome N.; Cuddihy, Thomas F.; Washington, Tracy L.; McPhail, Steven M.

    2016-01-01

    Physical education teachers are central to the facilitation of school-based physical activity promotion. However, teachers have self-reported a lack of knowledge, skills, understanding, and competence to successfully implement these strategies. The aim of this investigation was to explore the beliefs and perceptions of pre-service physical…

  1. Enhancing pre-service physics teachers' creative thinking skills through HOT lab design

    NASA Astrophysics Data System (ADS)

    Malik, Adam; Setiawan, Agus; Suhandi, Andi; Permanasari, Anna

    2017-08-01

    A research on the implementation of HOT (Higher Order Thinking) Laboratory has been carried out. This research is aimed to compare increasing of creative thinking skills of pre-service physics teachers who receive physics lesson with HOT Lab and with verification lab for the topic of electric circuit. This research used a quasi-experiment methods with control group pretest-posttest design. The subject of the research is 40 Physics Education pre-service physics teachers of UIN Sunan Gunung Djati Bandung. Research samples were selected by class random sampling technique. Data on pre-service physics teachers' creative thinking skills were collected using test of creative thinking skills in the form of essay. The results of the research reveal that average of N-gain of creative thinking skills are <0,69> for pre-service physics teachers who received lesson with HOT Lab design and <0,39> for pre-service physics teachers who received lesson with verification lab, respectively. Therefore, we conclude that application of HOT Lab design is more effective to increase creative thinking skills in the lesson of electric circuit.

  2. The role of mathematics for physics teaching and understanding

    NASA Astrophysics Data System (ADS)

    Pospiech, Gesche; Eylon, BatSheva; Bagno, Esther; Lehavi, Yaron; Geyer, Marie-Annette

    2016-05-01

    -1That mathematics is the "language of physics" implies that both areas are deeply interconnected, such that often no separation between "pure" mathematics and "pure" physics is possible. To clarify their interplay a technical and a structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical framework for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers' background and experiences. The results fit well into the derived model of PCK.

  3. The Blame Game in the Science Preparation of Future Teachers

    NASA Astrophysics Data System (ADS)

    Stein, Fredrick

    2003-10-01

    Who is responsible for the general lack of science preparation in our newly certified K-12 teachers? If it is true that teachers "teach as they were taught," then we must look to the college and university departments. The American Physical Society (APS), in partnership with the American Association of Physics Teachers (AAPT) and the American Institute of Physics (AIP), has initiated PhysTEC in concert with national reports calling for the improvement of K-12 science teaching. PhysTEC aims to help physics and education faculty work together to provide an education for future teachers that emphasizes a student-centered, hands-on, inquiry-based approach to learning science. An update of the first two years of the project will be given. Program components include: (1) A long-term, active collaboration between the physics and education departments; (2) A full-time Teacher-in-Residence (TIR) program that provides for a local K-12 science teacher to become a full-time participant in assisting faculty with both team-teaching and course revisions; (3) The redesign of content and pedagogy of targeted physics and education courses; and (4) The establishment of a Induction and mentoring program novice science teachers. This includes the participation of physics faculty in increasing and improving a wide array of school experiences. http://www.phystec.org/

  4. Comparisons of Selected Student and Teacher Variables in All-Girls and Coeducational Physical Education Environments

    ERIC Educational Resources Information Center

    Derry, Julie A.; Phillips, D. Allen

    2004-01-01

    The purpose of this study was to investigate selected student and teacher variables and compare the differences between these variables for female students and female teachers in coeducation and single-sex physical education classes. Eighteen female teachers and intact classes were selected; 9 teachers from coeducation and 9 teachers from…

  5. Elementary Classroom Teachers and Physical Education: Change in Teacher-Related Factors during Pre-Service Teacher Education

    ERIC Educational Resources Information Center

    Fletcher, Tim; Mandigo, James; Kosnik, Clare

    2013-01-01

    Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose:…

  6. The Role of Teacher Work Samples in Developing Effective and Reflective Physical Education Teachers

    ERIC Educational Resources Information Center

    Sutherland, Sue; Goodway, Jackie

    2010-01-01

    For eight years, Ohio State University (OSU) has systematically infused teacher work samples (TWS) into their physical education teacher education (PETE) undergraduate curriculum in order to develop effective and reflective teachers. Teacher work samples are made up of five main parts: (1) community mapping, (2) unit planning, (3) data collection…

  7. THE SELECTION OF A NATIONAL RANDOM SAMPLE OF TEACHERS FOR EXPERIMENTAL CURRICULUM EVALUATION.

    ERIC Educational Resources Information Center

    WELCH, WAYNE W.; AND OTHERS

    MEMBERS OF THE EVALUATION SECTION OF HARVARD PROJECT PHYSICS, DESCRIBING WHAT IS SAID TO BE THE FIRST ATTEMPT TO SELECT A NATIONAL RANDOM SAMPLE OF (HIGH SCHOOL PHYSICS) TEACHERS, LIST THE STEPS AS (1) PURCHASE OF A LIST OF PHYSICS TEACHERS FROM THE NATIONAL SCIENCE TEACHERS ASSOCIATION (MOST COMPLETE AVAILABLE), (2) SELECTION OF 136 NAMES BY A…

  8. Prospective High School Physics Teachers' Beliefs about Teaching Practices: From Traditionalist to Constructivist

    ERIC Educational Resources Information Center

    Demirci, Neset

    2015-01-01

    The main aim of this study was to determine the teaching practices of prospective high school physics teachers with respect to their preference for teaching as a traditionalist or as a constructivist. To study the beliefs of prospective high school physics teachers on this subject, firstly, the Teacher Belief Survey was administered to 135…

  9. Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

    ERIC Educational Resources Information Center

    Kretschmann, Rolf

    2015-01-01

    Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used…

  10. Understanding of Prospective Physics Teachers Students Toward Pedagogical Content Knowledge on Optical Geometry Materials

    NASA Astrophysics Data System (ADS)

    Erwin, E.; Rustaman, N. Y.

    2017-09-01

    This article discusses about Pedagogical content knowledge (PCK) profile of prospective physics teachers on optical geometry materials. Data collected using interview and questionnaire, and the data were analyzed descriptively. The results showed that PCK is an unfamiliar term to students. The extreme findings in this study is the lack of understanding of PCK by prospective physics teachers relating to the importance of recognizing the characteristics of students and how to manage questions from students, which teacher has to directly answer questions from students, and how to respond to the students’ incorrect answer, mostly prospective physics teachers assume that in case of the students answer incorrectly, the students should be directly blamed. Prospective physics teachers have not yet integrated the pedagogical knowledge with the content knowledge in their possess learning it he optical geometry material.

  11. Unraveling Gender Bias from Student Evaluations of their High School Physics Teachers

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip

    2009-05-01

    In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.

  12. The relationship between qualified personnel and self-reported implementation of recommended physical education practices and programs in U.S. schools.

    PubMed

    Davis, Kristen S; Burgeson, Charlene R; Brener, Nancy D; McManus, Tim; Wechsler, Howell

    2005-06-01

    The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teachingpractices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2%) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs.

  13. Analysis of pre-service physics teacher skills designing simple physics experiments based technology

    NASA Astrophysics Data System (ADS)

    Susilawati; Huda, C.; Kurniawan, W.; Masturi; Khoiri, N.

    2018-03-01

    Pre-service physics teacher skill in designing simple experiment set is very important in adding understanding of student concept and practicing scientific skill in laboratory. This study describes the skills of physics students in designing simple experiments based technologicall. The experimental design stages include simple tool design and sensor modification. The research method used is descriptive method with the number of research samples 25 students and 5 variations of simple physics experimental design. Based on the results of interviews and observations obtained the results of pre-service physics teacher skill analysis in designing simple experimental physics charged technology is good. Based on observation result, pre-service physics teacher skill in designing simple experiment is good while modification and sensor application are still not good. This suggests that pre-service physics teacher still need a lot of practice and do experiments in designing physics experiments using sensor modifications. Based on the interview result, it is found that students have high enough motivation to perform laboratory activities actively and students have high curiosity to be skilled at making simple practicum tool for physics experiment.

  14. News Conference: The Big Bangor Day Meeting Lecture: Charterhouse plays host to a physics day Festival: Science on Stage festival 2013 arrives in Poland Event: Scottish Physics Teachers' Summer School Meeting: Researchers and educators meet at Lund University Conference: Exeter marks the spot Recognition: European Physical Society uncovers an historic site Education: Initial teacher education undergoes big changes Forthcoming events

    NASA Astrophysics Data System (ADS)

    2013-09-01

    Conference: The Big Bangor Day Meeting Lecture: Charterhouse plays host to a physics day Festival: Science on Stage festival 2013 arrives in Poland Event: Scottish Physics Teachers' Summer School Meeting: Researchers and educators meet at Lund University Conference: Exeter marks the spot Recognition: European Physical Society uncovers an historic site Education: Initial teacher education undergoes big changes Forthcoming events

  15. News

    NASA Astrophysics Data System (ADS)

    2001-11-01

    IRELAND New courses for high-tech Ireland; SCIENCE YEAR Science Year launched with a jump; THE NETHERLANDS School science teachers face uncertainty; KOREA Embedding physics in a cultural context; TEACHING RESOURCES Teacher, get your hook; ICT RESOURCES Stock-take of ICT progress; INTERNET Teachers to test-drive new physics gateway; NEW ZEALAND Physics is valued in New Zealand; JAPAN Advancing Physics in Japan; HIGHER EDUCATION Networking works in Cologne; INSTITUTE MATTERS IoP demands a better deal for physics teachers; AUSTRALIA Physics numbers decline: educators blame the low impact curriculum; SCIENCE FOR THE PUBLIC More than sixty seconds in Glasgow; INTERNET A gift selection of papers from IoP; TEACHING STYLES I know what you did last summer;

  16. The effectiveness of CPI model to improve positive attitude toward science (PATS) for pre-service physics teacher

    NASA Astrophysics Data System (ADS)

    Sunarti, T.; Wasis; Madlazim; Suyidno; Prahani, B. K.

    2018-03-01

    In the previous research, learning material based Construction, Production, and Implementation (CPI) model has been developed to improve scientific literacy and positive attitude toward science for pre-service physics teacher. CPI model has 4 phases, included: 1) Motivation; 2) Construction (Cycle I); 3) Production (Cycle II); and 4) Evaluation. This research is aimed to analyze the effectiveness of CPI model towards the improvement Positive Attitude toward Science (PATS) for pre-service physics teacher. This research used one group pre-test and post-test design on 160 pre-service physics teacher divided into 4 groups at Lambung Mangkurat University and Surabaya State University (Indonesia), academic year 2016/2017. Data collection was conducted through questioner, observation, and interview. Positive attitude toward science for pre-service physics teacher measurement were conducted through Positive Attitude toward Science Evaluation Sheet (PATSES). The data analysis technique was done by using Wilcoxon test and n-gain. The results showed that there was a significant increase in positive attitude toward science for pre-service physics teacher at α = 5%, with n-gain average of high category. Thus, the CPI model is effective for improving positive attitude toward science for pre-service physics teacher.

  17. Physical Education Teachers' Cultural Competency

    ERIC Educational Resources Information Center

    Harrison, Louis, Jr.; Carson, Russell L.; Burden, Joe, Jr.

    2010-01-01

    The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers' cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus…

  18. AGU Publications Volunteers Feted At Elegant Editors' Evening

    NASA Astrophysics Data System (ADS)

    Panning, Jeanette

    2013-01-01

    The 2012 Fall Meeting Editors' Evening, held at the City Club of San Francisco, was hosted by the Publications Committee and is the premier social event for editors and associate editors attending the Fall Meeting. The evening commenced with a welcome from Carol Finn, incoming AGU president, in which she expressed her thanks to the editors and associate editors for volunteering their time to benefit AGU.

  19. The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

    NASA Astrophysics Data System (ADS)

    Limatahu, I.; Sutoyo, S.; Wasis; Prahani, B. K.

    2018-03-01

    In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.

  20. Physical Education Teachers: How Do I Sue Thee? Oh, Let Me Count the Ways!

    ERIC Educational Resources Information Center

    Henderson, Donald H.

    1985-01-01

    Physical education teachers face increased risks of tort liablity suits because athletic events tend to be dangerous due to physical contact. Areas that are most vulnerable to tort liablity cases of teacher negligence are discussed. (DF)

  1. Helping physics teacher-candidates develop questioning skills through innovative technology use

    NASA Astrophysics Data System (ADS)

    Milner-Bolotin, Marina

    2015-12-01

    Peer Instruction has been used successfully in undergraduate classrooms for decades. Its success depends largely on the quality of multiple-choice questions. Yet it is still rare in secondary schools because of teachers' lack of experience in designing, evaluating, and implementing conceptual questions. Research-based multiple-choice conceptual questions are also underutilized in physics teacher education. This study explores the implementation of Peer Instruction enhanced by PeerWise collaborative online system, in a physics methods course in a physics teacher education program.

  2. Providing Support to Inner-city Students and Teachers Through the Physics Van Inservice Institute

    NASA Astrophysics Data System (ADS)

    Sabella, Mel S.

    2007-02-01

    There are many programs for the professional development of high school physics teachers that have proven to be effective in preparing these teachers to conduct inquiry-based activities in the classroom. In this paper, we describe a small-scale professional development program called the Physics Van Inservice Institute. During the program, teachers are engaged in inquiry-based physics modules and are then able to borrow the equipment so that they can conduct the activities in their own classes.

  3. High School Physical Education Teachers' Beliefs about Teaching Students with Mild to Severe Disabilities

    ERIC Educational Resources Information Center

    Casebolt, Kevin M.; Hodge, Samuel R.

    2010-01-01

    The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach…

  4. Policies, Agendas, and Practices Influencing Doctoral Education in Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Ward, Phillip

    2016-01-01

    If teaching physical education is a moral activity, it follows that there is a moral component to the preparation of teachers of physical education and thus a moral component to the preparation of teacher educators. In this article, I examine the major policies, agendas, and practices that influence doctoral preparation in physical education…

  5. A Study of the Teaching Process in the Classroom of Selected Physics Teachers.

    ERIC Educational Resources Information Center

    Matthews, Jack Gibson

    In this study a partially-developed category system was modified, and a set of categories was established for describing content instruction used in the classroom by Physical Science Study Committee (PSSC) and non-PSSC physics teachers. Seven physics teachers in the first phase of the study were videotaped to develop the instrument for recording…

  6. Pre-Service Physics Teachers' Ideas on Size, Visibility and Structure of the Atom

    ERIC Educational Resources Information Center

    Unlu, Pervin

    2010-01-01

    Understanding the atom gives the opportunity to both understand and conceptually unify the various domains of science, such as physics, chemistry, biology, astronomy and geology. Among these disciplines, physics teachers are expected to be particularly well educated in this topic. It is important that pre-service physics teachers know what sort of…

  7. Insights from a Subject Knowledge Enhancement Course for Preparing New Chemistry and Physics Teachers

    ERIC Educational Resources Information Center

    Inglis, Michael; Mallaburn, Andrea; Tynan, Richard; Clays, Ken; Jones, Robert Bryn

    2013-01-01

    A recent Government response to shortages of new physics and chemistry teachers is the extended subject knowledge enhancement (SKE) course. Graduates without a physics or chemistry bachelor degree are prepared by an SKE course to enter a Postgraduate Certificate in Education (PGCE) programme to become science teachers with a physics or chemistry…

  8. Physical Education Teacher Attitudes towards the Effectiveness of Sport Activities in Northern-East Badia

    ERIC Educational Resources Information Center

    Al-Oun, Ismael Sood

    2015-01-01

    The purpose of this study is to investigate physical education teacher attitudes towards the effectiveness of sport activities in north-east Badia. The study population consisted of all teachers of physical education who are studying curriculum of physical education in schools affiliated to the Directorate of Education of the brigade desert…

  9. What Do Pre-Service Physics Teachers Know and Think about Concept Mapping?

    ERIC Educational Resources Information Center

    Didis, Nilüfer; Özcan, Özgür; Azar, Ali

    2014-01-01

    In order to use concept maps in physics classes effectively, teachers' knowledge and ideas about concept mapping are as important as the physics knowledge used in mapping. For this reason, we aimed to examine pre-service physics teachers' knowledge on concept mapping, their ideas about the implementation of concept mapping in physics…

  10. Teachers' Beliefs about Improving Transfer of Algebraic Skills from Mathematics into Physics in Senior Pre-University Education

    ERIC Educational Resources Information Center

    Tursucu, Süleyman; Spandaw, Jeroen; Flipse, Steven; de Vries, Marc J.

    2017-01-01

    Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers' beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a…

  11. The Nature and Incorporation of CSPAP Learning Experiences in Physical Education Teacher Education: Accounts of Faculty from "Highly Effective" Programs

    ERIC Educational Resources Information Center

    Webster, Collin A.; Russ, Laura; Webster, Liana; Molina, Sergio; Lee, Heesu; Cribbs, Jason

    2016-01-01

    The purpose of this study was to examine faculty accounts of the nature and incorporation of Comprehensive School Physical Activity Program (CSPAP) learning experiences for preservice physical education teachers (PPETs) in undergraduate physical education teacher education (PETE). Nine individuals employed as faculty members in different PETE…

  12. The effectiveness of Concept Mapping Content Representation Lesson Study (ComCoReLS) model to improve skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher

    NASA Astrophysics Data System (ADS)

    Purwaningsih, E.; Sutoyo, S.; Wasis; Prahani, B. K.

    2018-03-01

    This research is aimed to analyse the effectiveness of ComCoReLS (Concept Mapping Content Representation Lesson Study) model towards the improvement skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher. This research used one group pre-test and post-test design on 12 pre-service physics teacher at University of Malang State (Indonesia) in academic year 2016/2017. Data collection was conducted through test and interview. Skills of creating physics lesson plan for pre-service physics teacher measurement were conducted through Physics Lesson Plan Evaluation Sheet (PLPES). The data analysis technique was done by using paired t-test and n-gain. The CoMCoReLS model consists of 5 phases, including (1) Preparation, (2) Coaching, (3) Guided Practice, (4) Independent Practice, and (5) Evaluation. In the first, second, third and fifth phases are done at University of Malang State, while the fourth phase (Independent Practice) is done in SMAN 1 Singosari, SMAN 2 Malang, SMA Lab UM, MAN 3 Malang. The results showed that there was a significant increase in skills of creating physics lesson plan for pre-service physics teacher at α = 5% and n-gain average of high category. Thus, the ComCoReLS model is effective for improving skills of creating physics lesson plan for pre-service physics teacher.

  13. Different Habitus: Different Strategies in Teaching Physics? Relationships between Teachers' Social, Economic and Cultural Capital and Strategies in Teaching Physics in Upper Secondary School

    ERIC Educational Resources Information Center

    Engström, Susanne; Carlhed, Carina

    2014-01-01

    With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on…

  14. Probing Pre-and In-Service Physics Teachers' Knowledge Using the Double-Slit Thought Experiment

    ERIC Educational Resources Information Center

    Asikainen, Mervi A.; Hirvonen, Pekka E.

    2014-01-01

    This study describes the use of the double-slit thought experiment as a diagnostic tool for probing physics teachers' understanding. A total of 9 pre-service teachers and 18 in-service teachers with a variety of different experience in modern physics teaching at the upper secondary level responded in a paper-and-pencil test and three of these…

  15. Book review of "Biophysical Chemistry of Fractal Structures and Processes in Environmental Systems"

    USDA-ARS?s Scientific Manuscript database

    The editors are N. Senesi and K.J. Wilkinson, and the book is published in 2008 by John Wiley and Sons, with 323 pages. This book is part of the IUPAC series on “Analytical and physical chemistry of environmental systems.” Nineteen generally well-known fractal scientists have contributed to this vol...

  16. A Rhetorical Perspective on the Sokal Hoax: Genre, Style, and Context

    ERIC Educational Resources Information Center

    Secor, Marie; Walsh, Lynda

    2004-01-01

    In 1996, New York University professor of physics Alan Sokal wrote a parody of an academic article he titled "Transgressing the Boundaries: Toward a Transformative Hermeneutics of Quantum Gravity." This parody escaped detection by the editors and was published in the journal "Social Text." Sokal outed his own hoax in the academic magazine "Lingua…

  17. The Technique of the Film Cutting Room.

    ERIC Educational Resources Information Center

    Walter, Ernest

    This book is more concerned with the "physical" in contrast to the "artistic" problems of the editing process. The functions of the editor and his assistants in relation to each stage in the production of a large-scale film are described in detail. All the routine operations of the editing room are discussed, from the receipt and documentation of…

  18. ANNOUNCEMENT: Greetings from the Editor and Publisher

    NASA Astrophysics Data System (ADS)

    Wäppling, Roger; Williams, Sarah

    2006-01-01

    Physica Scripta is an international physics journal published for the Royal Swedish Academy of Sciences on behalf of the Nordic Science Academies and Physical Societies. This issue marks the beginning of the partnership between the Royal Swedish Academy of Sciences and Institute of Physics Publishing (IOP). We look forward to a fruitful relationship in which Physica Scripta can profit from the international reach of IOP. Authors and readers will benefit from advance publication of articles on the web prior to receiving each month's journal issue. The peer-review system will continue to be managed by Professor Roger Wäppling who will assess each paper before assigning it to an external editor or sending it for refereeing. IOP will receive new article submissions and generate electronic documents suitable for use in the refereeing process. The editorial office in Sweden will then be responsible for these manuscripts up to the final publication decision. Accepted articles will be sent to IOP for copy-editing, typesetting, production and distribution. We aim to provide our authors, referees and readers with an enhanced service for this well-established journal. IOP will maintain and augment Physica Scripta's record in publishing a broad range of high-quality research papers and we will continue to publish Topical Issues as supplements to the regular 12 issues. The popular Comments articles will continue to be published in conjunction with regular papers under this new partnership. We hope that our subscribers will continue to enjoy reading Physica Scripta as a valuable resource for general physics research.

  19. Productive Pedagogies and Teachers' Professional Learning in Physical Education

    ERIC Educational Resources Information Center

    Bowes, Margot; Tinning, Richard

    2015-01-01

    This paper examines a professional development and learning intervention that sought to improve teachers' understandings of, and capacities to teach, "critical evaluation" in senior school physical education (SSPE). Physical education (PE) teachers and researchers formed a professional learning community (PLC) to deliver critical…

  20. Two-year colleges, Physics, and Teacher Preparation

    NASA Astrophysics Data System (ADS)

    Clay, Keith

    2002-05-01

    In the midst of a teacher shortage no field suffers more than physics. Half of our secondary physics teachers have less than a minor in physics. Meanwhile half of our future teachers start out at two-year colleges with physicists on staff. The opportunity for community colleges to have an impact on K-12 teaching is tremendous. Project TEACH has been honored as an outstanding teacher preparation program. It is a collaboration of colleges and K-12 schools dedicated to the improvement of teacher preparation, especially in science and math. Based at Green River Community College, Project TEACH unites certification institutions, community colleges, and K-12 school districts in the pre-service and in-service training of teachers. Activities of Project TEACH include recruitment and advising of future teachers, field experience for education students, creation of pre-teaching and para-educator degrees, tutoring from elementary school through college, in-service courses for current teachers, and special math and science courses aimed at future teachers. The yearlong interdisciplinary science sequence blends chemistry, physics, geology, and biology in a hands-on inquiry-based environment. The yearlong math sequence covers arithmetic, algebra, geometry, and probability with inquiry-based pedagogy. The programs developed by Project TEACH are being disseminated to colleges across Washington State and beyond.

  1. Self-perceived assessment skill of prospective physics teachers

    NASA Astrophysics Data System (ADS)

    Efendi, R.; Rustaman, N. Y.; Kaniawati, I.

    2018-05-01

    Assessment skills are an important component of assessment practice, without adequate assessment skills it is unlikely that teacher assessment practices will produce desired student learning outcomes. This study was conducted to reveal self-perceived assessment skills of prospective physics teachers by using quantitative descriptive analysis, and involving 92 prospective physics teachers who were experiencing teaching practice in junior high school and final project related to assessment. Data was collected by using Self-Perceived Assessment Science Skills Questionnaire consisted of 29 items related seven assessment competencies was developed and used in the study. Internal consistency reliability coefficient for the total scale scores was 0.87 as measured by Cronbach’s alpha. Determination of self-perceived assessment science skills detected from prospective physics teachers was carried out in descriptive statistics, in the form of respondent average values. Research findings show that self-perceived assessment skills of prospective physics teachers was categorized as transition.

  2. Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

    ERIC Educational Resources Information Center

    Armour, Kathleen M.; Yelling, Martin

    2004-01-01

    This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had…

  3. Leading by Example: Teacher Educators' Professional Learning through Communities of Practice

    ERIC Educational Resources Information Center

    MacPhail, Ann; Patton, Kevin; Parker, Melissa; Tannehill, Deborah

    2014-01-01

    There has been a limited interest in examining physical education teacher educators' role and practices in embedding professional responsibility and commitment to continued professional learning for both teacher educators and pre-service teachers in a physical education teacher education (PETE) program (MacPhail, 2011) Directed by a landscape…

  4. Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

    PubMed

    Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

    2015-12-24

    High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous, depends on the students' previous experiences, and on their present health and quality of life. All participants recommended adolescents to take part in program development, and selecting activities that generate competence, fun and enjoyment.

  5. Exploring physics concepts among novice teachers through CMAP tools

    NASA Astrophysics Data System (ADS)

    Suprapto, N.; Suliyanah; Prahani, B. K.; Jauhariyah, M. N. R.; Admoko, S.

    2018-03-01

    Concept maps are graphical tools for organising, elaborating and representing knowledge. Through Cmap tools software, it can be explored the understanding and the hierarchical structuring of physics concepts among novice teachers. The software helps physics teachers indicated a physics context, focus questions, parking lots, cross-links, branching, hierarchy, and propositions. By using an exploratory quantitative study, a total 13-concept maps with different physics topics created by novice physics teachers were analysed. The main differences of scoring between lecturer and peer-teachers’ scoring were also illustrated. The study offered some implications, especially for physics educators to determine the hierarchical structure of the physics concepts, to construct a physics focus question, and to see how a concept in one domain of knowledge represented on the map is related to a concept in another domain shown on the map.

  6. Relationship between quality of life and occupational stress among teachers.

    PubMed

    Yang, X; Ge, C; Hu, B; Chi, T; Wang, L

    2009-11-01

    With major changes in the education system and limited resources supplied by the Government, Chinese teachers have been suffering from greater occupational stress in recent years, which is believed to affect their physical and mental health. The aim of this study was to explore the relationship between quality of life and occupational stress in primary and middle school teachers. Originals. A cross-sectional study was conducted using cluster sampling. The study population was composed of 3570 school teachers working in 64 primary and middle schools in Heping District in Shenyang, China. A demographic questionnaire, the 36-item Short-Form Health Survey (SF-36) and the Occupational Stress Inventory Revised Edition were employed to collect demographic variables and assess quality of life and occupational stress. Multivariate stepwise linear regression analyses were performed to study the relationship between quality of life and occupational stress. The mean scores for both male and female teachers in this study were significantly lower than those for the Chinese general population for all dimensions of quality of life, except mental health and vitality (P<0.05). Male teachers scored significantly higher than female teachers for physical functioning, bodily pain, vitality and physical health (P<0.05). Age, role overload, role insufficiency, vocational strain, psychological strain, physical strain, recreation and rational coping were significantly associated with both the physical and mental component summaries of the SF-36 (P<0.05). Gender, physical environment and self-care appeared to be robust indicators of physical health (P<0.05), while role insufficiency, interpersonal strain and social support were strong indicators of mental health (P<0.05). In China, teachers have a lower health status than the general population. The quality of life of female teachers is worse than that of male teachers, and deteriorates with age. Occupational stress and strain induce worsening physical and mental conditions for teachers, while coping resources could promote their health. This study suggests that having adequate coping resources, especially social support, in workplaces may be an important factor for improving teachers' quality of life. Moreover, psychological interventions should be set up for teachers, and psychological counselling should be provided to relieve stress and enhance quality of life.

  7. Associations between different types of physical activity and teachers' perceived mental, physical, and work-related health.

    PubMed

    Bogaert, Inge; De Martelaer, Kristine; Deforche, Benedicte; Clarys, Peter; Zinzen, Evert

    2014-05-30

    The teaching profession is characterized by high levels of stress and physical complaints, which might be improved through regular participation in physical activity (PA). However, the effect of PA on mental and physical health is not always consistent and depends on the type of PA performed. The aim of this study was to examine the mental, physical, and work-related health of Flemish secondary school teachers and identify the impact on those health variables by demographic and teaching-related factors and various types of PA. This study included an online survey conducted across a representative sample of secondary school teachers (n = 1066, average age 40 years; 68 percent female). Level of PA and sitting time were estimated using the International Physical Activity Questionnaire, and perceived mental health and physical health were estimated using the Short Form 36. Work-related factors such as job satisfaction, occupational stress, and absenteeism were also collected. T-tests, ANOVAs, and linear regression analyses were performed. Flemish secondary school teachers have poorer perceived mental and physical health than a general healthy population. This difference is particularly evident among female teachers, who reported lower perceived health, more occupational stress, and more absent days compared to their male colleagues. Higher participation in leisure-time PA was associated with a more positive perceived health. In contrast, higher levels of occupational PA and sitting time had a negative impact on perceived health. Total amount of PA, total amount of moderate-to-vigorous PA, transportation-related PA, and PA at home were not associated to teachers' perceived health. Because secondary school teachers' levels of perceived health are low, they are an important target group for interventions aiming to improve health. Only leisure-time PA was associated with more positive perceived health. This finding may indicate that teachers performing more exercise during leisure time, or in a more autonomous way, may be more resistant to physical and mental health problems. Future research should verify whether promoting leisure-time PA among teachers has the potential to improve their mental and physical health, and counteract the negative associations between teachers' health and their occupational PA.

  8. Investigation of Physics Teacher Candidates' Cognitive Structures about "Electric Field": A Free Word Association Test Study

    ERIC Educational Resources Information Center

    Türkkan, Ercan

    2017-01-01

    The aim of this study is to investigate the cognitive structures of physics teacher candidates about "electric field." Phenomenographic research method, one of the qualitative research patterns, was used in the study. The data of the study was collected from 91 physics teacher candidates who had taken General Physics II course at…

  9. What Should a Physical Education Teacher Know? An Analysis of Learning Outcomes for Future Physical Education Teachers in Sweden

    ERIC Educational Resources Information Center

    Backman, Erik; Larsson, Håkan

    2016-01-01

    Background: Research indicates that physical education teacher education (PETE) has only limited impact on how physical education (PE) is taught in schools. In this paper, our starting point is that the difficulties of challenging the dominating subject traditions in PE could be due to difficulties of challenging certain epistemological…

  10. The Effect of Learning the History of Physics on the Scientific Epistemological Beliefs of Pre-Service Teachers

    ERIC Educational Resources Information Center

    Tanel, Zafer

    2013-01-01

    This study examined the effect of learning the history of physics on the epistemological beliefs of pre-service physics teachers. The research was conducted with 25 pre-service physics teachers using a single-group pre-test/post-test experimental model. The quantitative data of the research were collected using the Turkish version of the…

  11. Physical Education Teachers' Perceptions about the Effectiveness and Acceptability of Strategies Used to Increase Relevance and Choice for Students in Physical Education Classes

    ERIC Educational Resources Information Center

    Bennie, Andrew; Peralta, Louisa; Gibbons, Sandra; Lubans, David; Rosenkranz, Richard

    2017-01-01

    School physical education (PE) aims to develop students' knowledge and skills for lifelong participation in physical activity (PA). Unfortunately, many PE teachers report that motivating students is a significant challenge. The purpose of this study was to explore PE teacher perceptions about the effectiveness and acceptability of three…

  12. On the Declining Interest in Physics among Students--From the Perspective of Teachers

    ERIC Educational Resources Information Center

    Oon, Pey-Tee; Subramaniam, R.

    2011-01-01

    This study examines physics teachers' views on factors that contribute to the declining interest in physics among school students. A total of 190 physics teachers from 91 secondary schools and nine junior colleges in Singapore participated in this study, which used a survey instrument to seek their views. Rasch analysis was used to analyze the…

  13. The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

    NASA Astrophysics Data System (ADS)

    Urquhart, Mary L.; Bober, Kendra M.

    2006-02-01

    The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.

  14. [The role of physical education teachers to support overweight and obese pupils].

    PubMed

    Jodkowska, Maria; Oblacińska, Anna; Tabak, Izabela; Radiukiewicz, Katarzyna

    2010-01-01

    School-based physical education (PE) is often proposed as a strategy for obesity prevention and treatment. Thus the role of PE teachers is crucial on this field. The purpose of this study was to investigate the perception of PE teachers towards overweight and obese pupils aged 13-15 years, especially psychosomatic problems and support for obese adolescents in realisation of physical activity programme. A random sample of 185 PE teachers from 112 lower secondary schools in Poland were surveyed regarding their perception of pupils obesity and their support for obese adolescents. PE teachers observed many negative features among obese pupils: Two thirds of teachers (67% male and 74% teachers with work experience 6-10 years) observed decreased physical fitness and exercise capacity in this group of pupils. Body-related barriers in obese pupils and anxiety caused by weight related peer teasing were observed by respectively 30% and 20% teachers more often women teachers and teachers with shorter work experience. PE teachers were engaged in activities to support obese pupils: 90% of them assessed obese pupils by personal development, 70% conducted counseling and 20% cooperated with obese pupils' parents. Two third of teachers reported successes in their work with obese pupils. Their difficulties were connected with body-related barriers in pupils (24%), and aversion to exercise and physical efforts and location of PE lessons at school (9-16%). 1. The PE teachers can play an important role in preventing and combating obesity in pupils. 2. PE teachers should be motivated to organize interesting PE lessons, school sport and competitions for both normal and overweight pupils.

  15. PREFACE: XIII International Workshop on Neutrino Factories, Super beams and Beta beams (NUFACT11)

    NASA Astrophysics Data System (ADS)

    Blondel, Alain; Efthymiopoulos, Ilias; Prior, Gersende

    2013-02-01

    These proceedings present the written contributions from participants of the International Workshop on Neutrino Factories, Superbeams and Betabeams (NuFact11), which was held in Geneva, Switzerland, on 1-6 August 2011. This was the 13th of the series of NuFact annual meetings, which started in 1999. The six-day scientific programme of NuFact11 consisted of 42 plenary and 111 parallel talks and various poster sessions, with the participation of 191 researchers from 19 countries. In addition the International Neutrino Summer School 2011 was held in the two weeks preceding the workshop. It was intended for young scientists starting their research in neutrino physics in such a way that they would be able to participate and contribute to the workshop. The objective of the NuFact workshops is to build up, time after time, the scientific knowledge on accelerator facilities aimed at the study of neutrino oscillation. The organization of the workshop is tailored to ensure continuity and growth of knowledge: working group conveners have a mandate of three consecutive meetings and maintain an updated list of questions. In order to emphasize further the 'work' (by opposition to 'shop') part of the meeting, we organized a 'round table discussion' at the beginning of the workshop, in which the invitees were asked not only to provide their answers to a preset list of questions, but to propose their own questions to the participants. This was quite successful and we have compiled the answers in this book. Topics addressed at NuFact included neutrino oscillation physics, neutrino cross-sections and detectors, accelerator physics, muon physics and high-intensity applications of muons beams. This variety of subjects is reflected in these proceedings. The editors hope to provide more than enjoyable and fruitful reading for those interested in neutrino physics, a stepping stone along the path to always more insightful research on these mysterious neutrinos, which certainly contain the solution to several essential questions. It is a pleasure to thank CERN, University of Geneva, the Swiss Institute for Particle Physics (CHIPP) and the European FP7 mandate EuCARD that sponsored the meeting and the Summer School. The Editors wish to thank the Scientific Program Committee and the Working group conveners for their engagement in making NUFACT11 a success, and all participants for the high quality of their contributions. The Local organizing committee members worked beyond the call of duty to ensure a great and lively working atmosphere during the meeting. The Editors: Alain Blondel, Ilias Efthymiopoulos and Gersende Prior

  16. Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin

    2018-01-01

    Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…

  17. Preservice Teachers' Belief Systems toward Curricular Outcomes for Physical Education

    ERIC Educational Resources Information Center

    Kulinna, Pamela Hodges; Brusseau, Timothy; Ferry, Matthew; Cothran, Donetta

    2010-01-01

    This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers…

  18. Developing HALM Teaching Competencies in PETE Teacher Candidates

    ERIC Educational Resources Information Center

    Wilkinson, Carol; Prusak, Keven; Zanandrea, Maria

    2018-01-01

    The lifetime activities approach, which grew out of the lifetime physical activity model, has informed the practice of one physical education teacher education (PETE) program as it prepares teacher candidates to teach K-12 students about the importance of health, health-related fitness, and physical activity. Health-enhancing behaviors such as…

  19. Student Teachers' Attitudes about Basic Physics Laboratory

    ERIC Educational Resources Information Center

    Yesilyurt, Mustafa

    2004-01-01

    In this study an attitude questionnaire was developed and applied to identify student teachers' interests and attitudes for basic physics laboratory. In physics laboratory practices run by a higher education institution a new attitude questionnaire was developed and applied twice in two terms by researchers to increase student teachers' success…

  20. Physical Education Teacher Education (PETE) in Canada

    ERIC Educational Resources Information Center

    Melnychuk, Nancy; Robinson, Daniel; Lu, Chunlei; Chorney, David; Randall, Lynn

    2011-01-01

    The purpose of this study was to identify physical education (PE) teacher educators and examine physical education teacher education (PETE) programs presently offered at undergraduate degree-granting Canadian universities. The investigation was conceptualized by issues related to the dislodging of PETE from a central to a marginal role in higher…

  1. Concerns of the Novice Physical Education Teacher

    ERIC Educational Resources Information Center

    Gordon, Evelyn J.

    2016-01-01

    The purpose of this case study was to examine novice physical education teachers in the first and second year of teaching. Participants included two novice physical education teachers, John in Year 1 and Mark in Year 2. Methodology included observations, semistructured interviews, and documents. Data were analyzed using open coding and constant…

  2. Prospective Physics Teachers' Awareness of Radiation and Radioactivity

    ERIC Educational Resources Information Center

    Tasoglu, Aslihan Kartal; Ates, Özlem; Bakaç, Mustafa

    2015-01-01

    The purpose of this study is to investigate prospective physics teachers' knowledge of and attitude towards radiation and radioactivity. Participants of this study are 56 prospective physics teachers. A questionnaire related with the knowledge about radiation and radiation fear was conducted. The results of this study showed that most of the…

  3. Physical Education Teachers' Organizational Commitment

    ERIC Educational Resources Information Center

    Demir, Hayri

    2013-01-01

    The aim of this study was to determine physical education teachers' organizational commitment levels. The sample consisted of 204 physical education teachers working in the city center of Konya in the 2011 to 2012 academic year. The respondents were randomly selected in this research. Data collected for this research by using the Scale for…

  4. PEOPLE IN PHYSICS: Interview with Stuart Leadstone, a winner of the Institute of Physics Teacher of Physics Awards, 1998

    NASA Astrophysics Data System (ADS)

    Dobson, Ken

    1998-09-01

    Stuart Leadstone was an outstanding winner in a vintage year of six secondary school teachers who gained an award for 1998. There were also four primary teachers. It is fair to say that many of these didn't know how good they were - they were just doing their `ordinary job'. If you can identify such a teacher in a school near you, ask Catherine Wilson at the Institute of Physics HQ how you can send in a nomination.

  5. Profile of Prospective Physics Teachers on Assessment Literacy

    NASA Astrophysics Data System (ADS)

    Efendi, R.; Rustaman, N. Y.; Kaniawati, I.

    2017-02-01

    A study about assessment literacy of prospective Physics teachers was conducted with the involvement of 45 prospective physics teachers. Data collected by using test consisted of seven competencies. The profile of prospective physics teachers on assessment literacy determined in descriptive statistics, in the form of respondent average values. Research finding shows that prospective physics teachers were weak at all competency areas. The average values of the Choosing assessment methods appropriate for instructional decisions is the highest average values and the average values of the communicating assessment results to students, parents, other lay audiences, and other educators is the lowest average values. In depth study to detect the reason underlined the results was still in progress so far, as another aspect was planned to be administered on the next semester.

  6. Physical Education Pre-Service Teachers' Understanding, Application, and Development of Critical Thinking

    ERIC Educational Resources Information Center

    Liu, Jiling; McBride, Ron E.; Xiang, Ping; Scarmardo-Rhodes, Melissa

    2018-01-01

    To better prepare physical education (PE) teachers, this study explored a group of pre-service teachers' understanding, application, and development of critical thinking (CT) in a capstone methods course. Participants were 12 pre-service teachers from a PE teacher education (PETE) program at a large university in the southwestern United States.…

  7. The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools

    ERIC Educational Resources Information Center

    Sato, Takahiro; Fisette, Jennifer; Walton, Theresa

    2013-01-01

    Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83% of all teachers in public schools are White Americans, whereas approximately 10% of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that…

  8. Developing and Evaluating a Paper-and-Pencil Test to Assess Components of Physics Teachers' Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia

    2016-01-01

    Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional…

  9. Enhancing Practice through Clinically Rich Methods Courses in Physical Education: Perceptions of Preservice Teachers and Their Cooperating Teachers

    ERIC Educational Resources Information Center

    Flory, Sara Barnard; Burns, Rebecca West

    2017-01-01

    Similar to other teacher education disciplines, Physical Education Teacher Education (PETE) must adjust to calls for clinically rich teacher preparation because knowledge learned in PETE does not easily transfer to cultures of schools, classrooms, and gymnasia. Opportunity exists to understand more about clinically rich PETE courses, particularly…

  10. An Approach to Develop Physics Student Teachers' Skills of Using Instructional Technology

    ERIC Educational Resources Information Center

    Devecioglu, Yasemin; Akdeniz, Ali Riza

    2008-01-01

    It is very important to develop student teachers' skills and knowledge during the pre-service teacher education process. In this study, the effectiveness of the approach in which student teachers' gained the skills of developing and using Teacher Guided Materials (TGMs) based on integration of technology on physics education in Special Teaching…

  11. Gender differences in cardiovascular diseases risk for physical education teachers.

    PubMed

    Misigoj-Duraković, Marjeta; Duraković, Zijad; Ruzić, Lana; Findak, Vladimir

    2004-01-01

    The aim of the study was to evaluate the level of habitual physical activity in Croatian physical education (PE) teachers, as well as the existence of some other risk factors for the development of cardiovascular diseases (CVD). The sample consisted of 191 PE teachers aged 24 to 59 years (122 men, mean age 42.6+/-8.76 and 69 women, mean age 40.3+/-8.84;p=0.09). In order to assess the level of habitual physical activity, the teachers were asked to fill in Baecke's questionnaire. The questionnaire comprises 16 items testing physical loads at work, during sport activity and during leisure time. The questionnaire also contains 8 items, each of them representing a certain cardiovascular risk factor. In comparison to average adult employed population, PE teachers have a significantly higher level of sport and leisure time activity, which could have a favorable impact on the incidence of particular risk factors, such as overweight/obesity, systolic hypertension and blood cholesterol level. This is more obvious in females PE teachers who pay more attention to the principles of healthy life style: optimal body weight regulation, low fat diet and higher amount of leisure time physical activity (significantly higher than in male teachers). Female PE teachers who have maintained their active life style decrease the risk of CVD, particularly after the age of 55. Although it is necessary to keep in mind all the limitations of a questionnaire study, this preliminary report leads to the conclusion that male PE teachers, although physically active at job, have still kept sedentary habits, often have maintained heavy smoking habits, are slightly overweight, thus minimizing the positive effects of their demanding workplace. Consequently, average male PE teachers' risk for CVD development corresponds to the risk of general male population.

  12. Tutorial for writing systematic reviews for the Brazilian Journal of Physical Therapy (BJPT)

    PubMed Central

    Mancini, Marisa C.; Cardoso, Jefferson R.; Sampaio, Rosana F.; Costa, Lucíola C. M.; Cabral, Cristina M. N.; Costa, Leonardo O. P.

    2014-01-01

    Systematic reviews aim to summarize all evidence using very rigorous methods in order to address a specific research question with less bias as possible. Systematic reviews are widely used in the field of physical therapy, however not all reviews have good quality. This tutorial aims to guide authors of the Brazilian Journal of Physical Therapy on how systematic reviews should be conducted and reported in order to be accepted for publication. It is expected that this tutorial will help authors of systematic reviews as well as journal editors and reviewers on how to conduct, report, critically appraise and interpret this type of study design. PMID:25590440

  13. Tutorial for writing systematic reviews for the Brazilian Journal of Physical Therapy (BJPT).

    PubMed

    Mancini, Marisa C; Cardoso, Jefferson R; Sampaio, Rosana F; Costa, Lucíola C M; Cabral, Cristina M N; Costa, Leonardo O P

    2014-01-01

    Systematic reviews aim to summarize all evidence using very rigorous methods in order to address a specific research question with less bias as possible. Systematic reviews are widely used in the field of physical therapy, however not all reviews have good quality. This tutorial aims to guide authors of the Brazilian Journal of Physical Therapy on how systematic reviews should be conducted and reported in order to be accepted for publication. It is expected that this tutorial will help authors of systematic reviews as well as journal editors and reviewers on how to conduct, report, critically appraise and interpret this type of study design.

  14. An Analysis of Subject Matter Content of High School Physics Courses in Selected Schools of Nebraska.

    ERIC Educational Resources Information Center

    Kallemeyn, LeRoy Willard

    Determined were the kinds of physics study items used, and the emphasis placed per item, by both the Physical Science Study Committee (PSSC) teachers and the teachers of traditional physics materials in the state of Nebraska. A questionnaire was sent to teachers from the largest 100 schools, ranked by total enrollment, and to fifty other teachers…

  15. Work-related violence, lifestyle, and health among special education teachers working in Finnish basic education.

    PubMed

    Ervasti, Jenni; Kivimäki, Mika; Pentti, Jaana; Salmi, Venla; Suominen, Sakari; Vahtera, Jussi; Virtanen, Marianna

    2012-07-01

    Studies have reported higher levels of absenteeism due to illness among special education teachers compared to other teachers, but it is not known which factors might contribute to this difference. We examined whether health, health behaviors, and exposure to violence at work differed between special education and general education teachers in Finnish basic education. Survey data from 5760 general and special education teachers were analyzed with multilevel logistic models adjusted for individual- and school-level confounding factors. No difference was found between the health behaviors of general and special education teachers. The differences in physical and mental health between the two groups were also relatively small. With regard to work-related violence, however, male special education teachers were 3 times more likely to be exposed to mental abuse, and 5 times more likely to be exposed to physical violence when compared to their male colleagues in general education. Although female special educators were also at an increased risk of mental abuse and physical violence compared to their female general teacher colleagues, their odds ratios for such an encounter were smaller (2- and 3-fold, respectively) than those of male special education teachers. The school-level variance of physical violence toward teachers was large, which indicates that while most schools have little physical violence toward teachers, schools do exist in which teachers' exposure to violence is common. These findings suggest that special education teachers may benefit from training for handling violent situations and interventions to prevent violence at schools. © 2012, American School Health Association.

  16. Do teachers believe they are competent to promote healthy ICT use among their students?

    PubMed

    Zlamanski, R; Ciccarelli, M

    2012-01-01

    Information and communication technologies (ICT), including computers, are becoming commonplace tools for learning by school children in Australia and around the world. Teachers are responsible for integrating ICT into the school learning environment; however, they may not recognize how and when ICT use may compromise their students' physical health. Children's exposure to physical harm through the unhealthy use of ICT may have liability implications for the education sector. To determine (i) whether teachers consider it their responsibility to promote healthy ICT use among their students; (ii) teachers' self-perceived competence to do so; and (iii) what teachers perceive are the barriers and enablers to promoting healthy ICT use among their students. An online survey was developed for the study. All Catholic Education school principals in Western Australia (n=157) were sent an email link to the survey for distribution to teachers at their respective schools. Over the three week survey period, 95 teachers completed the survey. Descriptive and inferential statistics were used to analyze the data and summarize participants' responses. Fifty-five percent of teachers agreed they were concerned about their students' physical health when using ICT. Only 19% of teachers reported they frequently or always provided their students with information on how to use computers in their class in a way, so as to promote physical health. Teachers identified barriers to promoting healthy computing use among students including; insufficient time (47%), non-adjustable furniture (46%), and insufficient knowledge (41%). Male teachers reported more confidence in their ability to promote healthy ICT use among students than female teachers. Just over half of the teachers in this study were concerned for the physical health of their students when using ICT in the classroom. Respondents identified barriers that limit their ability to promote healthy practices to their students. Designing and implementing school-based computer ergonomics education programmes may assist teachers fulfil their duty of care in regard to the physical health and well-being of their students.

  17. Physically active academic lessons: acceptance, barriers and facilitators for implementation.

    PubMed

    Dyrstad, Sindre M; Kvalø, Silje E; Alstveit, Marianne; Skage, Ingrid

    2018-03-06

    To improve health and academic learning in schoolchildren, the Active School programme in Stavanger, Norway has introduced physically active academic lessons. This is a teaching method combining physical activity with academic content. The purpose of this paper was to evaluate the response to the physically active lessons and identify facilitators and barriers for implementation of such an intervention. Five school leaders (principals or vice-principals), 13 teachers and 30 children from the five intervention schools were interviewed about their experiences with the 10-month intervention, which consisted of weekly minimum 2 × 45 minutes of physically active academic lessons, and the factors affecting its implementation. All interviews were transcribed and analysed using the qualitative data analysis program NVivo 10 (QSR international, London, UK). In addition, weekly teacher's intervention delivery logs were collected and analysed. On average, the physically active academic lessons in 18 of the 34 weeks (53%) were reported in the teacher logs. The number of delivered physically active academic lessons covered 73% of the schools' planned activity. Physically active lessons were well received among school leaders, teachers and children. The main facilitators for implementation of the physically active lessons were active leadership and teacher support, high self-efficacy regarding mastering the intervention, ease of organizing physically active lessons, inclusion of physically active lessons into the lesson curricula, and children's positive reception of the intervention. The main barriers were unclear expectations, lack of knowledge and time to plan the physiclly active lessons, and the length of the physically active lessons (15-20 min lessons were preferred over the 45 min lessons). Physically active academic lessons were considered an appropriate pedagogical method for creating positive variation, and were highly appreciated among both teachers and children. Both the principal and the teachers should be actively involved the implementation, which could be strengthened by including physical activity into the school's strategy. Barriers for implementing physically active lessons in schools could be lowered by increasing implementation clarity and introducing the teachers to high quality and easily organized lessons. Clinicaltrail.gov ID identifier: NCT03436355 . Retrospectively registered: 16th of Feb, 2018.

  18. Conflicts of interest of editors of medical journals

    PubMed Central

    Minhajuddin, Abu

    2018-01-01

    Background Almost all medical journals now require authors to publicly disclose conflicts of interests (COI). The same standard and scrutiny is rarely employed for the editors of the journals although COI may affect editorial decisions. Methods We conducted a retrospective observational study to determine the prevalence and magnitude of financial relationships among editors of 60 influential US medical journals (10 each for internal medicine and five subspecialties: cardiology, gastroenterology, neurology, dermatology and allergy & immunology). Open Payments database was reviewed to determine the percentage of physician editors receiving payments and the nature and amount of these payments. Findings 703 unique physician editors were included in our analysis. 320/703 (46%) received 8659 general payments totaling $8,120,562. The median number of payments per editor was 9 (IQR 3–26) and the median amount per payment was $91 (IQR $21–441). The median total payment received by each editor in one year was $4,364 (IQR $319–23,143). 152 (48%) editors received payments more than $5,000 in a year, a threshold considered significant by the National Institutes of Health. COI policies for editors were available for 34/60 (57%) journals but only 7/34 (21%) publicly reported the disclosures and only 2 (3.%) reported the dollar amount received. Interpretation A significant number of editors of internal medicine and subspecialty medical journals have financial COI and very few are publicly disclosed. Specialty journal editors have more COI compared to general medicine journal editors. Current policies for disclosing COI for editors are inconsistent and do not comply with the recommended standards. PMID:29775468

  19. The role of proletarianization in physical education teacher attrition.

    PubMed

    Macdonald, D

    1995-06-01

    As the quality of education provisions continues to come under scrutiny, so too have the conditions for teachers' work. The purpose of this study was to ascertain what were the dissatisfactions for beginning physical education teachers in Australian schools. Qualitative data were collected using interviews, journals, photographs, and field notes. Data yielded five main categories underpinning teacher dissatisfaction: (a) lack of status, (b) repetitive nature of physical education work, (c) limited decision making, (d) personal and professional surveillance, and (e) unprofessional staffroom culture. The construct of proletarianization was employed to explain the patterns that shape teachers' occupational socialization and underpin teachers' decisions to leave the profession.

  20. New Editors Appointed for Sections of Journal of Geophysical Research

    NASA Astrophysics Data System (ADS)

    2009-04-01

    New editors have been appointed for the Atmospheres, Biogeosciences, and Oceans sections of the Journal of Geophysical Research (JGR). Joost de Gouw (NOAA, Boulder, Colo.) and Renyi Zhang (Texas A&M, College Station) are filling the vacancies of retiring Atmospheres section editors John Austin and Jose Fuentes. De Gouw and Zhang join the continuing editors Steven Ghan and Yinon Rudich. Sara Pryor (Indiana University, Bloomington) is joining the Atmospheres section editorial board as an associate editor now; she will transition to editor in January 2010.

  1. Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System

    NASA Astrophysics Data System (ADS)

    Milner-Bolotin, Marina

    2018-05-01

    Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore 21st-century physics teachers should be supported in developing a different way of thinking about technology-enhanced physics teaching and learning. We call it Deliberate Pedagogical Thinking with Technology, and base it on the original Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge frameworks. However, unlike the two aforementioned frameworks, the Deliberate Pedagogical Thinking with Technology emphasizes not only teachers' knowledge, but also their attitudes and dispositions about using digital tools in order to support student learning. This paper examines how an online system that allows an ongoing discussion of videos uploaded on it by the students can support reflection in physics teacher education. Examples of using such a system in physics teacher education and teacher-candidates' feedback on their experiences with it are also discussed.

  2. NEWS: Teachers' Awards 2001

    NASA Astrophysics Data System (ADS)

    2000-09-01

    Every year, as the result of an Education Group initiative, the UK Institute of Physics honours a small number of practising teachers in both the primary and secondary sectors. Nominations come from a variety of sources: students, pupils, head teachers, colleagues, governors, advisers, Institute branches and parents. Selection is by a panel of teachers and former teachers, people fully aware of the real work and rewards of being a teacher. To qualify for a Teacher's Award there is one basic criterion: is this person an exceptional teacher? It is not a competition, merely a wish to spotlight and celebrate the work of physics teachers in the classroom. This year nine awards were made, one for primary science and the rest for teaching physics in secondary schools and colleges. This was a higher number than in previous years and reflects the increased number of nominations received. If you know of a teacher who deserves recognition then please tell us. We are looking for teachers who inspire in their students a love of science (at the primary level) or physics (at the secondary level). We would particularly welcome more nominations from the primary sector. If you, or any of your children or relatives, can think of such a teacher then please contact Steven Chapman (Steven.Chapman@iop.org) for more details or a nomination form.

  3. Obituary: Dipak Basu (1939-2011)

    NASA Astrophysics Data System (ADS)

    Basu, Joydeep

    2011-12-01

    Dipak Basu was born in Dhaka in 1939, during a tumultuous period of history in what was then undivided India. During the partition of the country at independence from Britain, he and his family fled the internecine violence as refugees, with only the proverbial clothes on their backs, eventually settling in Kolkata, West Bengal. Being interested in the physical sciences from an early age, Dipak spent his student years at the University of Kolkata, achieving his PhD in physics in 1967. During this time, Dipak was also actively involved in the promotion of science to the broader Bengali community, and played a leading role in the amateur scientific society founded by S.N. Bose (of Bose-Einstein statistics fame). He then came to Ottawa as a post-doctoral fellow in radio astronomy with what is currently the NRC's Herzberg Institute of Astrophysics, where he worked with Art Covington's solar flux monitoring group from 1967 to 1969. He remained interested in solar studies throughout his entire career. It is at this time that he also developed a keen interest in quasars (QSOs) which had only recently been discovered and whose red-shifts had been suggested by some to show evidence of quantization. Throughout his career he published several papers attempting to prove there was no valid evidence to support this suggestion. Dipak became Assistant Professor shortly thereafter in the Department of Physics and Astronomy at MacKenzie University in Sao Paulo, Brazil in 1970. He then joined the Department of Physics at the University of the West Indies in Trinidad in 1978. There, he achieved tenure and founded and led the Astronomy Group and spent the major part of his professional academic life. A dedicated teacher, Dipak taught a variety of undergraduate and doctoral level courses in fields ranging from electronics, radio astronomy and astrophysics to electronics, optics, thermodynamics and applied mathematics. Dipak returned to Ottawa in 1995. He continued to be fully engaged in his academic research through the next 15 years with the physics department at Carleton University. Finally, in a curious turn of fate, he returned in the last year of his life as a Visiting Scientist to the Herzberg Institute of Astrophysics, the very institution that had helped him to launch his career over 40 years ago. In the most literal sense, Dipak's life and career had come full circle. Dipak published over 90 peer-reviewed articles in the fields of solar astronomy and extra-galactic astronomy and cosmology and was most recently Editor-in-Chief and Contributing Editor for several dictionaries of physics published by CRC Press. One of his principal interests in astronomy was the alternate interpretation of spectral lines in quasi-stellar objects (QSOs) to represent blue-shift as opposed to the standard red-shift interpretation. He was able to explain anomalous features in the spectra of several extragalactic objects in this manner and to reinterpret others. He continued to work meticulously and avidly to the end on this problem as evidenced by his final published paper. A full appreciation of the understanding of QSOs is incomplete without noting Dipak's rich contribution to the field. Dr. Dipak Basu departed his physical body at the Ottawa Civic Hospital on July 8, 2011 after a short and sudden illness. He leaves behind his wife, Debika and son, Joydeep.

  4. Tracking the Career Paths of Physics Teachers in Texas

    NASA Astrophysics Data System (ADS)

    Mount, Jennifer; Marshall, Jill; Fuller, Edward

    2013-10-01

    In Texas, and some other states, there is a documented shortage of physics teachers, in terms of both number and qualifications. The shortage in Texas is due as much to teachers leaving the field (attrition) as to a lack of teachers entering. There are efforts under way to prepare more and better-qualified physics teachers who will stay in the field longer,2 but increasing the overall supply and retention will not necessarily address localized teacher shortages. To investigate this issue, we obtained a database cataloging every teacher who taught science in Texas public schools from 2003 to 2008, indicating the school where they taught during each of those years, the subjects they taught, and their route to certification. This allowed us to track not only teachers entering and leaving the public school system, but also migration between schools within the system. We found that migration poses a much bigger problem than attrition for some schools. We also found patterns in the movement of physics teachers in Texas that we would not necessarily have predicted and that varied substantially depending on certification.

  5. Measuring teacher effectiveness in physical education.

    PubMed

    Rink, Judith E

    2013-12-01

    This article summarizes the research base on teacher effectiveness in physical education from a historical perspective and explores the implications of the recent emphasis on student performance and teacher observation systems to evaluate teachers for physical education. The problems and the potential positive effects of using student performance scores as well as establishing a comprehensive evaluation program are explored with supportive evidence that some level of accountability is necessary in our field to make significant change.

  6. Studying Gender Bias in Physics Grading: The role of teaching experience and country

    NASA Astrophysics Data System (ADS)

    Hofer, Sarah I.

    2015-11-01

    The existence of gender-STEM (science, technology, engineering, and mathematics) stereotypes has been repeatedly documented. This article examines physics teachers' gender bias in grading and the influence of teaching experience in Switzerland, Austria, and Germany. In a 2 × 2 between-subjects design, with years of teaching experience included as moderating variable, physics teachers (N = 780) from Switzerland, Austria, and Germany graded a fictive student's answer to a physics test question. While the answer was exactly the same for each teacher, only the student's gender and specialization in languages vs. science were manipulated. Specialization was included to gauge the relative strength of potential gender bias effects. Multiple group regression analyses, with the grade that was awarded as the dependent variable, revealed only partial cross-border generalizability of the effect pattern. While the overall results in fact indicated the existence of a consistent and clear gender bias against girls in the first part of physics teachers' careers that disappeared with increasing teaching experience for Swiss teachers, Austrian teachers, and German female teachers, German male teachers showed no gender bias effects at all. The results are discussed regarding their relevance for educational practice and research.

  7. Journal Editors Celebrated at Editors' Evening

    NASA Astrophysics Data System (ADS)

    Panning, Jeanette

    2014-02-01

    At the Fall Meeting, the premiere social event for AGU's many journal editors is the annual Editors' Evening, an opportunity for members to celebrate and to recognize the efforts of retiring editors. At the event, AGU president Carol Finn welcomed all those in attendance and thanked them for volunteering their time for the benefit of AGU and the wider research community.

  8. Examining Editor-Author Ethics: Real-World Scenarios from Interviews with Three Journal Editors

    ERIC Educational Resources Information Center

    Amare, Nicole; Manning, Alan

    2009-01-01

    Those who submit manuscripts to academic journals may benefit from a better understanding of how editors weigh ethics in their interactions with authors. In an attempt to ascertain and to understand editors' ethics, we interviewed 3 current academic journal editors of technical and/or business communication journals. We asked them about the…

  9. PREFACE: International Conference on Recent Trends in Physics (ICRTP 2012)

    NASA Astrophysics Data System (ADS)

    Kane, S. N.; Mishra, A.; Dutta, A. K.; Sen, P.

    2012-05-01

    The International Conference on Recent Trends in Physics (ICRTP2012) took place in Indore, India, on 4-5 February 2012. The conference was hosted by the School of Physics, Devi Ahilya University, Indore - 452001. The objective of the conference was to provide a platform for interaction among scientists, teachers, researchers and students, and to share their ideas, thoughts and scientific findings in various areas of physics. ICRTP2012 attracted a total of 130 abstracts submitted by scientists from 7 different countries. The conference included an inaugural talk and 13 Invited talks. Aside from regular oral contributions, 118 posters were presented. A particular highlight of the conference was a special session for oral presentations by young PhD students. The aim of this session was to provide a platform for the budding scientists to present their recent findings in the presence of their community. The two best oral presentations, judged by a special three-member committee, were awarded prizes. Similarly the two best posters, judged by a committee of five experts, were also awarded prizes. It is our pleasure to thank the members of the International Advisory Committee and Local Organizing Committee for their invaluable help, especially for their proposals for invited talks. A total of 82 papers were submitted to be considered for publication and 59 papers were accepted for inclusion in the proceedings. All the papers were reviewed, and we wish to thank to all the referees for their support. We are grateful to the University Grants Commission (UGC), New Delhi, India for their financial support of the organization of ICRTP2012. Support from Marketing Centre (India), Indore and Transolutions, Indore is also appreciated. Finally, we express our sincere thanks to our university administration for their continuous support. Special thanks go to all the faculty members, administrative staff and students of the School of Physics for their tireless efforts in organizing ICRTP2012. Indore, 30 April 2012 Shashank N. Kane Ashutosh Mishra Anup Kumar Dutta Pratima Sen Guest Editors School of Physics, Devi Ahilya University, Indore - 452001, India *e-mail address: kane_sn@yahoo.com

  10. Factors influencing pre-service physics teachers' skills of writing teaching materials

    NASA Astrophysics Data System (ADS)

    Sinaga, Parlindungan

    2016-02-01

    Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semi- structured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the pre- service physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials.

  11. Relationships among Tasks, Time, and Student Practice in Elementary Physical Education

    ERIC Educational Resources Information Center

    Rasmussen, Jennifer F.; Scrabis-Fletcher, Kristin A.; Silverman, Stephen

    2014-01-01

    The purpose of this study was to examine how teachers structure class in elementary physical education and the impact their decisions have on the amount of appropriate practice students receive. Participants for this study were 10 third grade physical education teachers and their students. Each teacher taught two successive skill-related lessons…

  12. Communities of Molecules: A Physical Chemistry Module. Teacher's Guide.

    ERIC Educational Resources Information Center

    DeVoe, Howard; Hearle, Robert

    This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching physical chemistry. The material in this book can be integrated with the other modules in a sequence that helps students see that chemistry is a unified science. Contents include: (1) "Introduction of Physical Chemistry"; (2) "The…

  13. Outsourcing Physical Education in Primary Schools: Evaluating the Impact of Externally Provided Programmes on Generalist Teachers

    ERIC Educational Resources Information Center

    Whipp, Peter R.; Hutton, Heidi; Grove, J. Robert; Jackson, Ben

    2011-01-01

    In place of generalist delivery, externally provided physical activity programmes (EPPAPs) are potentially an effective method for offering primary school students specialist physical education (PE) instruction, as well as providing training for generalist classroom teachers. In the present study, a group of generalist teachers were interviewed…

  14. The Career Trajectory of Physical Education Teachers in Hong Kong

    ERIC Educational Resources Information Center

    Sum, Raymond Kim Wai; Dimmock, Clive

    2013-01-01

    This study investigates the career trajectory of primary school physical education teachers (PSPETs) in Hong Kong. It is focused on the problems arising from apparent overload and the multiple roles of physical education teachers' career development in Hong Kong brought about by education and curriculum reforms. The specific research question is,…

  15. High School Teachers' Understanding of Blackbody Radiation

    ERIC Educational Resources Information Center

    Balta, Nuri

    2018-01-01

    This study is a detailed look at the level of understanding of fundamental ideas about blackbody radiation (BBR) among physics teachers. The aim is to explore associations and ideas that teachers have regarding blackbody radiation: a concept used routinely in physics and chemistry, which is necessary to understand fundamentals of quantum physics.…

  16. Determination Metacognitive Awareness of Physical Education Teachers

    ERIC Educational Resources Information Center

    Aktag, Isil; Semsek, Önder; Tuzcuoglu, Soner

    2017-01-01

    In this study metacognitive awareness of physical education teachers were investigated. A total of 537 physical education teachers were participated. Data were collected by a survey which was developed by Schraw and Dennison (1994) translated to Turkish by Akin, Abaci and Çetin (2007). The mean of the metacognitive awareness level of physical…

  17. Brazilian Physical Education Teachers' Beliefs about Teaching Students with Disabilities

    ERIC Educational Resources Information Center

    Hodge, Samuel R.; Haegele, Justin; Gutierres Filho, Paulo; Rizzi Lopes, Gleides

    2018-01-01

    The purpose of this study was to analyse Brazilian physical education teachers' beliefs about their experiences teaching students with disabilities. Participants were six physical education teachers from schools located in the city of Brasília, Brazil. The research paradigm was descriptive-qualitative situated in the theory of planned behaviour.…

  18. Turkish Pre-Service Physics Teachers' Preferred Learning Styles

    ERIC Educational Resources Information Center

    Kandil Ingec, Sebnem

    2015-01-01

    This study aims to determine the dominant learning styles of pre-service physics teachers and to examine them in terms of variables such as gender, information and communication technologies skills, academic achievement and type of motivation. Survey model was used. The sample composed of 50 pre-service physics teachers. The data were collected…

  19. Teachers' Perceptions of How They Influence Student Academic Performance in VCE Physical Education

    ERIC Educational Resources Information Center

    Whittle, Rachael J.; Telford, Amanda; Benson, Amanda C.

    2018-01-01

    This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semi-structured interview schedule.…

  20. The Doxa of Physical Education Teacher Education--Set in Stone?

    ERIC Educational Resources Information Center

    Larsson, Lena; Linnér, Susanne; Schenker, Katarina

    2018-01-01

    In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students' conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of…

  1. Toward an Understanding of the Democratic Reconceptualization of Physical Education Teacher Education in Post-Military Brazil

    ERIC Educational Resources Information Center

    Da Matta, Gylton; Richards, K. Andrew R.; Hemphill, Michael A.

    2015-01-01

    Background: Teacher education, including physical education teacher education (PETE), around the world remains highly autocratic and content focused [Apple, M. W. 2000. "Official Knowledge: Democratic Education in a Conservative Age." New York: Routledge]. Scholars in physical education [O'Sullivan, M., D. Siedentop, and L. F. Locke.…

  2. Physical Attacks: An Analysis of Teacher Characteristics Using the Schools and Staffing Survey

    ERIC Educational Resources Information Center

    Williams, Thomas O., Jr.; Ernst, Jeremy V.

    2016-01-01

    This study investigated physical attacks as reported by public school teachers on the most recent Schools and Staffing Survey (SASS) from the National Center for Education Statistics administered by the Institute of Educational Sciences. For this study, characteristics of teachers who responded affirmatively to having been physically attacked in…

  3. Assessing Quality of Pre-Service Physics Teachers' Written Arguments

    ERIC Educational Resources Information Center

    Aydeniz, Mehmet; Gürçay, Deniz

    2013-01-01

    Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers. Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B. Design and method: Participants were prompted to develop a written argument to…

  4. Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers

    ERIC Educational Resources Information Center

    Ates, Ozlem; Unal Coban, Gul; Kaya Sengoren, Serap

    2018-01-01

    This study aims to explain the extent to which prospective physics teachers' views and practices are consistent with the constructivist framework. A case study design was employed as the research approach. The study was conducted with 11 prospective physics teachers attending a state university in Turkey. Data was collected through semi-structured…

  5. Relationship between Job Statisfaction Levels and Work-Family Conflicts of Physical Education Teachers

    ERIC Educational Resources Information Center

    Ulucan, Hakki

    2017-01-01

    Study aims to examine the relationship between perceived job satisfaction levels and work-family conflicts of the physical education teachers. Research group consists of 154 volunteer physical education teachers that work full time in governmental institutions in Kirsehir city and its counties. To acquire the job satisfaction datum; the Minnesota…

  6. Exposure of Students to Emotional and Physical Violence in the School Environment.

    PubMed

    Aras, Şahbal; Özan, Sema; Timbil, Sevgi; Şemin, Semih; Kasapçi, Oya

    2016-12-01

    While peer abuse or physical violence in school is emphasized more, the physical and emotional violence caused by school staff has been emphasized less. The purpose of this study was to investigate the variables related to emotional and physical violence that students are exposed to in the school environment. This cross-sectional and descriptive study was conducted by applying a questionnaire to 434 fifth-grade students receiving education in the primary schools in Konak district of Izmir province. Being prepared by the researchers of this study, the questionnaire consisted of questions about the socio-demographic features of the child and the family, the place where the child has been raised, family income, average grade, and the emotional and physical violence of teachers, parents, and peers s/he has been exposed to within the last year. The Chi-square test, Mann-Whitney U test, and logistic regression analysis were used for statistical analyses. The study group consisted of 214 (49.3%) female and 220 (50.7%) male students. Students reported that they were exposed to at least one type of emotional violence from 59.4% of teachers, 52.8% of parents, and 61.8% of children at school; they were exposed to at least one type of physical violence from 42.9% of teachers, 33.6% of parents, and 24.9% of children at school. While the rate of encountering with the beating of another child was 53%, the rate of watching this in television/cinema was 52.8%. Regarding exposure to at least one type of violence, males were found to be significantly more exposed to emotional and physical violence from male teachers, female teachers, and fathers and physical violence from children at school. The factors regarding the exposure to emotional and physical violence by teachers were evaluated using logistic regression analysis, and it was determined that the physical violence from teachers, emotional violence from children in school, and emotional violence from parents could predict the emotional violence from teachers. For males, physical violence from children in school and emotional violence from teachers could predict the physical violence from teachers. In this study, the determination of the tendency of togetherness of different types of violence applied to students from different people groups like teachers, parents, and children in school makes us think about the possibility of common risk factors in terms of violence exposure. The risk factors determined in this study may guide us in planning protective interventions aimed at violence.

  7. Exposure of Students to Emotional and Physical Violence in the School Environment

    PubMed Central

    ARAS, Şahbal; ÖZAN, Sema; TIMBIL, Sevgi; ŞEMİN, Semih; KASAPÇI, Oya

    2016-01-01

    Introduction While peer abuse or physical violence in school is emphasized more, the physical and emotional violence caused by school staff has been emphasized less. The purpose of this study was to investigate the variables related to emotional and physical violence that students are exposed to in the school environment. Methods This cross-sectional and descriptive study was conducted by applying a questionnaire to 434 fifth-grade students receiving education in the primary schools in Konak district of Izmir province. Being prepared by the researchers of this study, the questionnaire consisted of questions about the socio-demographic features of the child and the family, the place where the child has been raised, family income, average grade, and the emotional and physical violence of teachers, parents, and peers s/he has been exposed to within the last year. The Chi-square test, Mann-Whitney U test, and logistic regression analysis were used for statistical analyses. Results The study group consisted of 214 (49.3%) female and 220 (50.7%) male students. Students reported that they were exposed to at least one type of emotional violence from 59.4% of teachers, 52.8% of parents, and 61.8% of children at school; they were exposed to at least one type of physical violence from 42.9% of teachers, 33.6% of parents, and 24.9% of children at school. While the rate of encountering with the beating of another child was 53%, the rate of watching this in television/cinema was 52.8%. Regarding exposure to at least one type of violence, males were found to be significantly more exposed to emotional and physical violence from male teachers, female teachers, and fathers and physical violence from children at school. The factors regarding the exposure to emotional and physical violence by teachers were evaluated using logistic regression analysis, and it was determined that the physical violence from teachers, emotional violence from children in school, and emotional violence from parents could predict the emotional violence from teachers. For males, physical violence from children in school and emotional violence from teachers could predict the physical violence from teachers. Conclusion In this study, the determination of the tendency of togetherness of different types of violence applied to students from different people groups like teachers, parents, and children in school makes us think about the possibility of common risk factors in terms of violence exposure. The risk factors determined in this study may guide us in planning protective interventions aimed at violence. PMID:28360803

  8. The relationship between physical activity and work ability - A cross-sectional study of teachers.

    PubMed

    Grabara, Małgorzata; Nawrocka, Agnieszka; Powerska-Didkowska, Aneta

    2018-01-01

    To assess relationship between physical activity (PA) and perceived work ability amongst teachers from the Upper Silesia, Poland. The study involved 171 teachers (129 women, 42 men) of primary and secondary schools of the Upper Silesia, Poland. Physical education teachers were excluded from the study. The level of PA was estimated using the International Physical Activity Questionnaire short version, and perceived work ability was estimated using Work Ability Index (WAI). Male teachers had significantly higher levels of vigorous-intensity PA, moderateintensity PA, and total weekly PA than female teachers. The recommendations of the World Health Organization (WHO) met 46% of studied women and 74% of men. Work ability did not differ between male and female teachers. Work ability was related to age, body mass index (BMI), and PA (vigorous-intensity PA, moderate-intensity PA, total weekly PA). The female teachers with excellent or good WAI had significantly higher levels of vigorous-intensity PA, moderate-intensity PA and total weekly PA than female teachers with moderate or poor WAI. The teachers involving in high or moderate intensity PA could improve their work ability. Further studies should focus on relation between physical activity and work ability among teachers of various age and seniority, from both, urban and rural schools. Int J Occup Med Environ Health 2018;31(1):1-9. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

  9. Using Artificial Physics to Control Agents

    DTIC Science & Technology

    1999-11-01

    unlimited 13. SUPPLEMENTARY NOTES IEEE International Conference on Information, Intelligence, and Systems, Oct 31 -Nov 3,1999. Bethesda, MD 14. ABSTRACT...distributed control can also perform distributed computation. 15. SUBJECT TERMS 16. SECURITY CLASSIFICATION OF: 17. LIMITATION OF ABSTRACT Same...1995. [9] H. Pattee. Artificial life needs a real epistemology. In Moran, Moreno, Merelo, and Chacon , editors, Advances in Artificial Life, pages

  10. DNA as information: at the crossroads between biology, mathematics, physics and chemistry.

    PubMed

    Cartwright, Julyan H E; Giannerini, Simone; González, Diego L

    2016-03-13

    On the one hand, biology, chemistry and also physics tell us how the process of translating the genetic information into life could possibly work, but we are still very far from a complete understanding of this process. On the other hand, mathematics and statistics give us methods to describe such natural systems-or parts of them-within a theoretical framework. Also, they provide us with hints and predictions that can be tested at the experimental level. Furthermore, there are peculiar aspects of the management of genetic information that are intimately related to information theory and communication theory. This theme issue is aimed at fostering the discussion on the problem of genetic coding and information through the presentation of different innovative points of view. The aim of the editors is to stimulate discussions and scientific exchange that will lead to new research on why and how life can exist from the point of view of the coding and decoding of genetic information. The present introduction represents the point of view of the editors on the main aspects that could be the subject of future scientific debate. © 2016 The Author(s).

  11. edTPA and Physical Education: Tips for Success for All Stakeholders

    ERIC Educational Resources Information Center

    Treadwell, Sheri M.; Cameron, Jay L.; Manson, Mara

    2017-01-01

    Many teacher candidates, cooperating teachers, school administrators, and physical education teacher education (PETE) programs have increased responsibilities and needs related to teacher performance assessments (TPA). One TPA in particular is increasing in usage across all content subject areas in the United States: the Education Teacher…

  12. Understanding the Realities of Teaching: A Seminar Series Focused on Induction

    ERIC Educational Resources Information Center

    Richards, K. Andrew R.; Gaudreault, Karen Lux; Templin, Thomas J.

    2014-01-01

    The role of school teachers is becoming increasingly complex. This complexity may be even more pronounced for physical education teachers, who must often cope with additional challenges stemming from marginalization, isolation, and teacher/coach role conflict. Physical education teachers must also manage relationships with colleagues,…

  13. Considerations for Pursuing a Doctoral Degree in PETE

    ERIC Educational Resources Information Center

    Jones, Emily; Lux, Karen

    2012-01-01

    The path to becoming a physical education teacher traditionally involves a university-based teacher education program. It is here that aspiring teachers learn basic skills, gain the fundamental knowledge, and experience teaching for the first time. None of this is possible without quality physical education teacher education (PETE) faculty--those…

  14. Career Intentions of Australian Physical Education Teachers

    ERIC Educational Resources Information Center

    Mäkelä, Kasper; Whipp, Peter R.

    2015-01-01

    The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the…

  15. Intellectual Development Beyond Elementary School.

    ERIC Educational Resources Information Center

    Karplus, Elizabeth F.; Karplus, Robert

    A Piagetian type task, The Island Puzzle, was administered to children grades 5 to 12, to science teachers attending a National Science Teachers Association Convention, and to college physics teachers attending a regional meeting of the American Association of Physics Teachers. The procedures differed from those of Piaget in that the puzzle was…

  16. Teachers' Planning and Preparation for Lesson Plan in the Implementation of Form 4 Physical Education Curriculum for the Physical Fitness Strand

    ERIC Educational Resources Information Center

    Ali, Syed Kamaruzaman Syed

    2013-01-01

    This article is related to the study of lesson planning prepared by secondary school Physical Education teachers in the Gombak district. Findings of the study show that Physical Education teachers have prepared lesson plans at satisfactory level (M = 4.13; SD = 0.79). All elements within the lesson planning components achieved high mean scores.…

  17. Implications for Comprehensive School Physical Activity Program Implementation

    ERIC Educational Resources Information Center

    Karp, Grace Goc; Scruggs, Philip W.; Brown, Helen; Kelder, Steven H.

    2014-01-01

    As mentioned in the introduction, Physical Education Teacher Education (PETE) programs and physical education teachers will need to identify and resolve the tensions of shifting from a traditional role of a self-contained physical education program to that of an expanding role of physical education that supports lifelong physical activity in…

  18. Impact of Teacher Value Orientations on Student Learning in Physical Education.

    PubMed

    Chen, Ang; Zhang, Tan; Wells, Stephanie L; Schweighardt, Ray; Ennis, Catherine D

    2017-04-01

    Based on the value orientation theory, the purpose of this study was to determine the impact of value orientation incongruence between physical education teachers and an externally designed curriculum on student learning in a concept-based fitness-centered physical education curriculum. Physical education teachers ( n = 15) with different value orientations taught an externally designed, standards-based fitness/healthful living curriculum to their middle school students ( n = 3,827) in 155 sixth, seventh, and eighth grade intact classes. A pre-post assessment design was used to determine whether student fitness/healthful living knowledge gains differed in terms of teachers' value orientations. An ANOVA on class means of residual-adjusted knowledge gain scores revealed no statistically significant differences based on value orientations. The evidence suggests that teacher value orientation impact may be mediated by curriculum impact. This finding supports the observation that a well-designed physical education curriculum may minimize the impact of teachers' diverse value orientations on the curriculum implementation and student learning.

  19. The effects of experience and attrition for novice high-school science and mathematics teachers.

    PubMed

    Henry, Gary T; Fortner, C Kevin; Bastian, Kevin C

    2012-03-02

    Because of the current high proportion of novice high-school teachers, many students' mastery of science and mathematics depends on the effectiveness of early-career teachers. In this study, which used value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 million end-of-course exams, we found that the effectiveness of high-school science and mathematics teachers increased substantially with experience but exhibited diminishing rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical science who continued to teach for at least 5 years were more effective as novice teachers than those who left the profession earlier; and that novice teachers of physics, chemistry, physical science, geometry, and biology exhibited steeper growth in effectiveness than did novice non-science, technology, engineering, and mathematics teachers.

  20. The relationship between teaching styles and motivation to teach among physical education teachers.

    PubMed

    Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

    2012-01-01

    This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. PE teachers were more intrinsically motivated to teach than externally.Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated.Teachers from all five countries reported a more frequent use of reproductive styles than productive styles.Teachers' autonomous motivation is related to student-centered teaching styles and not autonomously motivated teachers adopt more teacher-centered teaching styles.Intrinsic and introjected motivations were significantly higher among PE teachers using frequently productive teaching styles.

  1. The Relationship Between Teaching Styles and Motivation to Teach Among Physical Education Teachers

    PubMed Central

    Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

    2012-01-01

    This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. Key points PE teachers were more intrinsically motivated to teach than externally. Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. Teachers' autonomous motivation is related to student-centered teaching styles and not autonomously motivated teachers adopt more teacher-centered teaching styles. Intrinsic and introjected motivations were significantly higher among PE teachers using frequently productive teaching styles. PMID:24137068

  2. Physics Education for Blind Students: The Teachers' Perspective

    NASA Astrophysics Data System (ADS)

    Ferreira, Amauri; Dickman, Adriana

    2008-03-01

    We discuss the challenge high school teachers face when teaching physics to the blind. Using the oral history method, we interview physics teachers who have dealt with the inclusion of blind students in regular classrooms. Based on our study, we find that the performance of these students varies, depending on the studied subject. The narrative makes clear the teachers' lack of preparation to deal with inclusion, and their search for alternative methods to improve blind students' learning.

  3. Physics Teacher Characteristics and Classroom Practices

    NASA Astrophysics Data System (ADS)

    Taylor, Melissa S.; Phillips, Jeffrey A.

    2010-10-01

    One hundred eighteen high school and college teachers in Southern California completed a web-based survey designed to better understand the differences in physics classrooms and the reasons behind the teachers' choices. Survey topics included teachers' familiarity and use of research-based instructional strategies, amount of student-student interaction in their classes, their views about teaching and their interactions with the physics teaching community. Partial results from the survey are presented in this paper. Among the findings was that while increased interactions with colleagues correlated with more student-student interactions, increased participation in conferences or reading of journals related to physics teaching did not.

  4. Cultural Perspectives on Teacher Education

    NASA Astrophysics Data System (ADS)

    Muhoro, Peter; Cochran, Geraldine; Gonzalez, Victor; Rockward, Willie; Sunda-Meya, Anderson; Incera, Vivian

    2012-02-01

    Populations that are underrepresented in physics generally are even more severely underrepresented among US physics teachers. Based on national data from the American Institute of Physics (AIP), 95% of physics teachers are White/non-Hispanic, about 1.5% are Hispanic, and approximately another 1.5% African-American. While 25% of our nation's African-American and Hispanic students now take physics in high school, they are very unlikely to have a role model, of similar race and ethnicity, teaching their physics classes. PhysTEC is making an effort to find and disseminate successful models for attracting more underrepresented minority students to high school physics teaching. This panel discussion, focusing on cultural perspectives on teacher education, will feature faculty from Minority Serving Institutions, which educate almost 60% of underrepresented minorities who get college degrees in the US, and individuals who have taught high school physics in areas with a dense minority population.

  5. Physical and mental workloads in professional dance teachers.

    PubMed

    Wanke, Eileen M; Schmidt, Mike; Leslie-Spinks, Jeremy; Fischer, Axel; Groneberg, David A

    2015-03-01

    The aim of this cross-sectional study was to investigate the level of mental and physical workloads in professional dance teachers depending on the trained students' age, technique level, or dance style. A total number of 133 professional dance pedagogues responded to an online cross-sectional questionnaire survey on self-assessment of physical and mental workloads occurring during dance units. The majority of dance teachers estimated their level of physical and mental workload to be almost as high as that of their students, with differences in physical and mental workloads observed depending on dance style, age of students, and technical level. More than 60% of the teachers were convinced that their occupation implies positive effects on their own health in terms of self-realization (78.2%), musculoskeletal system (66.9%), and social relationships (61.7%). Of all respondents, 58.6% stated that their musculoskeletal system was jeopardized by the physically demanding activity. This is followed by the fear of financial insecurity (50.4%). The majority of all dance teachers (males 65.4%, females 63.9%) would like to obtain further education on prevention against or dealing with physical workload. Physical and mental workloads play an important role in dance teaching. Coping with or preventing these loads could be keys to a lifelong, healthy career as a professional dance teacher. Future trials should look at clinical parameters of physical and mental load.

  6. James F. Crow: His Life in Public Service

    PubMed Central

    Abrahamson, Seymour

    2012-01-01

    The readers of this journal may well be aware of Professor Crow’s scientific achievements and his role as the editor of Perspectives. In addition, for many thousands of students at the University of Wisconsin over many generations, James F. Crow was one of the most memorable teachers at both the undergraduate and graduate levels. What is less known is his major role in public service where he served as chair of many important committees for the National Academy of Sciences, the National Institutes of Health, the National Institutes of Justice as well as various international programs. In all of these efforts, Professor Crow has left a lasting impact. PMID:22219505

  7. James F. Crow: his life in public service.

    PubMed

    Abrahamson, Seymour

    2012-01-01

    The readers of this journal may well be aware of Professor Crow's scientific achievements and his role as the editor of Perspectives. In addition, for many thousands of students at the University of Wisconsin over many generations, James F. Crow was one of the most memorable teachers at both the undergraduate and graduate levels. What is less known is his major role in public service where he served as chair of many important committees for the National Academy of Sciences, the National Institutes of Health, the National Institutes of Justice as well as various international programs. In all of these efforts, Professor Crow has left a lasting impact.

  8. Engaging Generation Now, Inspiring Generation Next

    NASA Astrophysics Data System (ADS)

    Simonsen, Mike; Gay, P.

    2008-05-01

    In 2008, the Education and Public Outreach Committee of the American Association of Variable Star Observers (AAVSO) initiated several new strategies for disseminating accurate, stimulating, engaging information on general astronomy and variable star science to thousands of students, parents, and amateur astronomers each year through astronomy clubs, societies, and star party events. We are initiating contact with astronomy clubs and organizations to offer qualified speakers from the AAVSO Speakers Bureau for their meetings and activities. The current roster of speakers include, professional astronomers, doctors, engineers, teachers and some of the world's leading variable star observers. Request information is available on the AAVSO website. For organizations and individuals unable to engage one of our speakers due to time, distance or financial constraints, we have made PowerPoint presentations used in previous talks available free for download from the same web pages. Thousands of amateur astronomers and their children attend star parties each year. As an extension of our speakers’ bureau, our goal is to have an AAVSO representative at each of the major star parties each year giving an enthusiastic talk on variable stars or related astronomical subject and supplying inspirational printed materials on astronomy and amateur contributions to science. The nation's largest astronomy clubs have monthly newsletters they distribute to their membership. Newsletter editors are constantly in need of quality, interesting content to fill out their issues each month. We are offering a `writers’ bureau’ service to newsletter editors, similar to the news wire services used by newspapers. We will supply up to a half dozen articles on astronomy and variable star science each month for editors to use at their discretion in their publications. Our goal is to provide information, inspiration and encourage participation among amateur astronomers and their kids, our next generation of astronomers.

  9. Experienced physical education teachers reaching their "use-by date": powerless and disrespected.

    PubMed

    Whipp, Peter R; Tan, Gregory; Yeo, Poh Tin

    2007-12-01

    With the needs of experienced teachers potentially overshadowed by a focus on recruitment, the purpose of this study was to retrospectively explore the reasons why three experienced physical education teachers resigned. They were interviewed through Louis and Smith's (1990) quality of work life (QWL) model. Data suggested shared dissatisfactions related to the lack of "genuine" opportunities to participate in educational debate and decision making, and limited professional respect shown by administrators and parents. A physical education teacher's "use-by date" was proposed. Unless these issues are further explored and addressed, quality teachers will continue to abandon the service.

  10. Bringing Technology into High School Physics Classrooms

    NASA Astrophysics Data System (ADS)

    Zettili, Nouredine

    2005-04-01

    In an effort to help high school physics teachers bring technology into their classrooms, we at JSU have been offering professional development to secondary education teachers. This effort is part of Project IMPACTSEED (IMproving Physics And Chemistry Teaching in SEcondary Education), a No-Child Left Behind (NCLB) grant funded by the Alabama Commission on Higher Education, serving high school physics teachers in Northeast Alabama. This project is motivated by a major pressing local need: A large number of high school physics teachers teach out of field. To achieve IMPACTSEED's goals, we have forged a functional collaboration with school districts from about ten counties. This collaboration is aimed at achieving a double aim: (a) to make physics and chemistry understandable and fun to learn within a hands-on, inquiry-based setting; (b) to overcome the fear- factor for physics and chemistry among students. Through a two-week long summer institute, a series of weekend technology workshops, and onsite support, we have been providing year-round support to the physics/chemistry teachers in this area. This outreach initiative has helped provide our students with a physics/chemistry education that enjoys a great deal of continuity and consistency from high school to college.

  11. Value Orientations of Student Physical Education Teachers Learning to Teach on School-Based Initial Teacher Education Courses in England

    ERIC Educational Resources Information Center

    Capel, Susan

    2016-01-01

    There has been considerable interest in the socialisation of (student) physical education (PE) teachers, the beliefs and values developed as a result of this socialisation and the impact of these on teachers' learning, behaviours and practices and the curriculum. Many studies looking at the beliefs and values of PE teachers have used the values…

  12. "…Because There's Nobody Who Can Just Sit That Long": Teacher Perceptions of Classroom-Based Physical Activity and Related Management Issues

    ERIC Educational Resources Information Center

    Stylianou, Michalis; Kulinna, Pamela Hodges; Naiman, Tyler

    2016-01-01

    Classroom teachers are increasingly called upon to help increase pupils' physical activity (PA). Grounded in Guskey's model of teacher change, this study was part of an intervention that provided classroom teachers with training for implementing classroom-based PA (CBPA). The study examined teachers' attempts to implement CBPA and focused on their…

  13. Case, Teacher and School Characteristics Influencing Teachers' Detection and Reporting of Child Physical Abuse and Neglect: Results from an Australian Survey

    ERIC Educational Resources Information Center

    Walsh, Kerryann; Bridgstock, Ruth; Farrell, Ann; Rassafiani, Mehdi; Schweitzer, Robert

    2008-01-01

    Objective: To identify the influence of multiple case, teacher and school characteristics on Australian primary school teachers' propensity to detect and report child physical abuse and neglect using vignettes as short hypothetical cases. Methods: A sample of 254 teachers completed a self-report questionnaire. They responded to a series of 32…

  14. Investigation of Global Citizenship Levels of Pre-Service Physical Education Teachers

    ERIC Educational Resources Information Center

    Kayisoglu, Numan Bahadir

    2016-01-01

    The purpose of the present research is to define global citizenship levels of pre-service physical education teachers and investigate whether their global citizenship levels vary by various variables. A total of 485 pre-service teachers, studying at 3rd and 4th grades of undergraduate programs of physical education teaching at thirteen different…

  15. The Relationship between Alienation Levels of Physical Education Teacher Candidates and Their Attitudes towards the Teaching Profession

    ERIC Educational Resources Information Center

    Erbas, Mustafa Kayihan

    2014-01-01

    This study aimed to determine the alienation levels and attitudes of physical education teacher candidates towards the teaching profession and identify the relationship between their alienation levels and their attitudes towards teaching. The study group consisted of 695 teacher candidates studying in physical education and sports teaching…

  16. The Effects of Role Modeling on Technology Integration within Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Baert, Helena

    2014-01-01

    The national standards for physical education teacher education (PETE) in the US state that teacher candidates should be able to plan and implement technology infused lessons that meet lesson objectives and enhance learning in physical education (standard 3.7). Research shows that role modeling of technology integration can have a positive impact…

  17. A Diversity of Voices: Physical Education Teachers' Beliefs about Inclusion and Teaching Students with Disabilities

    ERIC Educational Resources Information Center

    Hodge, Samuel; Ammah, Jonathan O. A.; Casebolt, Kevin M.; LaMaster, Kathryn; Hersman, Bethany; Samalot-Rivera, Amaury; Sato, Takahiro

    2009-01-01

    The purpose of this study was to analyse the beliefs about inclusion and teaching students with disabilities of physical education teachers from various countries and cultures. The participants were 29 physical education teachers from Ghana (Africa), Japan, the US and Puerto Rico. The research method was explanatory multiple-case study situated in…

  18. Brazilian Physical Education Teachers' Attitudes toward Inclusion before and after Participation in a Professional Development Workshop

    ERIC Educational Resources Information Center

    Haegele, Justin A.; Hodge, Samuel; Filho, Paulo José Barbosa Gutierres; de Rezende, Alexandre Luiz Gonçalves

    2018-01-01

    The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample,…

  19. Pre-Service and In-Service Physics Teachers' Ideas about Simple Electric Circuits

    ERIC Educational Resources Information Center

    Kucukozer, Huseyin; Demirci, Neset

    2008-01-01

    The aim of the study is to determine pre-service and high school physics teachers' ideas about simple electric circuits. In this study, a test containing eight questions related to simple electric circuits was given to the pre-service physics teachers (32 subjects) that had graduated from Balikesir University, Necatibey Faculty of Education, the…

  20. Pre-Service Physics Teachers' Difficulties in Understanding Special Relativity Topics

    ERIC Educational Resources Information Center

    Ünlü Yavas, Pervin; Kizilcik, Hasan Sahin

    2016-01-01

    The aim of this study is to identify the reasons why pre-service physics teachers have difficulties related to special relativity topics. In this study conducted with 25 pre-service physics teachers, the case study method, which is a qualitative research method, was used. Interviews were held with the participants about their reasons for…

  1. Examination of Loneliness and Peer Relations of Physical Education Teacher Candidates

    ERIC Educational Resources Information Center

    Gencay, Selçuk

    2017-01-01

    The behavior of the physical education teacher in the classroom or in the gym also affects the students' achievement and personality development. It is important to examine different aspects of loneliness and peer relations, which are thought to be one of the indicators of the level of sociability, in the profession of physical education teacher.…

  2. "Gym Class with Ed Fizz": Exploring Questionable Pedagogical Practices with Preservice Physical Education Teachers

    ERIC Educational Resources Information Center

    Robinson, Daniel B.; Gleddie, Doug

    2011-01-01

    Enabling preservice physical education teachers to critically consider questionable and taken-for-granted practices is an important component of a physical education teacher education (PETE) program. In an effort to offer a teaching and learning context in which to introduce such critical consciousness, the authors have included a staged physical…

  3. The Prevalence and Impact of Voice Problems among Physical Education Teachers

    ERIC Educational Resources Information Center

    Ryan, Stu; Rotunda, Robert; Song, Charlie; Maina, Michael

    2012-01-01

    The focus of this research effort was to examine the prevalence and impact of voice problems among a sample of physical education teachers. The survey was administered to K-12 physical education teachers (n = 199) addressing three aspects of voice issues: consequences, strategies for prevention, and potential risk factors. The results indicated a…

  4. The Influence of Aggressors' Characteristics on Teachers' Responses to Physical and Relational Aggression

    ERIC Educational Resources Information Center

    Rogowicz, Samantha T.; Del Vecchio, Tamara; Dwyer-Masin, Tanya; Hughes, Elizabeth M.

    2014-01-01

    In the present study, middle school teachers responded to written vignettes describing physical and relational aggressive incidents. The aggressors were male or female children committing an aggressive act against same-sex peers, who were also described as good or bad. Among the results, teachers rated female physical aggression as more serious…

  5. Development of Pre-Service Physics Teachers' Pedagogical Content Knowledge (PCK) throughout Their Initial Training

    ERIC Educational Resources Information Center

    Karal, Isik Saliha; Alev, Nedim

    2016-01-01

    The purpose of this study was to investigate the development of pre-service physics teachers' pedagogical content knowledge (PCK) on the subject of electricity and magnetism after their completion of physics and mathematics courses. A descriptive longitudinal development research was carried out with 13 pre-service teachers (PTs) who completed…

  6. Opinions of Physical Education Teachers on the Concept of Sportsmanship

    ERIC Educational Resources Information Center

    Koç, Yakup; Esentürk, Oguz Kaan

    2018-01-01

    The purpose of this study is to evaluate the opinions of physical education teachers on the concept of sportsmanship. This study, which has been based on the qualitative research paradigm, involves opinions of 13 physical education teachers (9 males and 4 females) which serve in public schools of Turkey and which have been specified through a…

  7. Teachers' Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

    ERIC Educational Resources Information Center

    Gordon, Barrie; Dyson, Ben; Cowan, Jackie; McKenzie, Allison; Shulruf, Boaz

    2016-01-01

    This study examines practicing primary school teacher's perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved…

  8. One Teacher's Experience of Teaching Physical Education and Another School Subject: An Inter-Role Conflict?

    ERIC Educational Resources Information Center

    Iannucci, Cassandra; MacPhail, Ann

    2018-01-01

    Purpose: This study was situated within a longitudinal study of 5 teachers examining the realities of teaching physical education by determining the impact of individual dispositions and contextual factors on the career trajectories of postprimary physical education teachers in Ireland (Iannucci & MacPhail, 2017). One of these participants,…

  9. The Relationship between Attitudes of Prospective Physical Education Teachers towards Education Technologies and Computer Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Kalemoglu Varol, Yaprak

    2014-01-01

    The aim of research is to investigate the relationship between attitudes of prospective physical education teacher towards education technologies and their computer self-efficacy beliefs. Relational research method has been used in the study. Study group consists of 337 prospective physical education teachers ("M"[subscript age] = 21.57…

  10. The Effect of Professional Development on Physical Education Instruction in Middle Schools

    ERIC Educational Resources Information Center

    Sears, Jack V.; Edgington, William D.; Hynes, James W.

    2013-01-01

    Most teachers want to learn and improve, and physical education teachers are no exception. Although their teaching field is not subject to standardized testing, physical education teachers seek to find support structures and development opportunities from within their schools and districts so that they feel connected and a part of the professional…

  11. Pre-Service Physics Teachers' Knowledge of Models and Perceptions of Modelling

    ERIC Educational Resources Information Center

    Ogan-Bekiroglu, Feral

    2006-01-01

    One of the purposes of this study was to examine the differences between knowledge of pre-service physics teachers who experienced model-based teaching in pre-service education and those who did not. Moreover, it was aimed to determine pre-service physics teachers' perceptions of modelling. Posttest-only control group experimental design was used…

  12. Three Physical Education Programs' Adaptive Approaches to Change: "How Can I Spin that so It Works for Me?"

    ERIC Educational Resources Information Center

    Patton, Kevin; Griffin, Linda L.

    2008-01-01

    This study examined five of 12 physical education teachers participating in the Assessment Initiative for Middle School Physical Education (AIMS-PE), a reform-based teacher development project designed to help teachers examine and reframe their assessment practices and to design and implement curricular programs that encourage active teaching and…

  13. Assessing Knowledge Levels of Secondary School Physical Education and Sports Teachers about Inclusive Education

    ERIC Educational Resources Information Center

    Aydin, Mensure

    2014-01-01

    The purpose of the research is to assess knowledge levels of physical education teachers in inclusive education in secondary schools. For the research, the survey method was employed. It consisted of 55 physical education teachers employed in 47 secondary schools included in inclusive education program under Kocaeli Provincial Directorate of…

  14. Elementary Physical Education Teachers' Attitudes towards the Inclusion of Children with Special Needs: A Qualitative Investigation

    ERIC Educational Resources Information Center

    Combs, Sue; Elliott, Steven; Whipple, Kerry

    2010-01-01

    Laws and legislation have resulted in children with special needs being placed in general physical education (GPE) classes with general physical educators. The purpose of this study was twofold; (a) to identify two practicing teachers with positive attitudes towards inclusion of students with mild to moderate disabilities and two teachers with…

  15. Effects of Subject-Matter Knowledge in the Teaching of Biology and Physics.

    ERIC Educational Resources Information Center

    Hashweh, Maher Z.

    An analysis of science teacher's knowledge of specific biology and physics topics and the effects of this knowledge on their planning for instruction and on simulated teaching are discussed in this report. Six experienced secondary school teachers participated in the study. Each teacher's knowledge of a biology topic and a physics topic was…

  16. The Association between Spanish Physical Education Teachers' Self-Efficacy Expectations and Their Attitudes toward Overweight and Obese Students

    ERIC Educational Resources Information Center

    Martínez-López, Emilio J.; Grao-Cruces, Alberto; Zamora-Aguilera, Nestor; De la Torre-Cruz, Manuel J.

    2017-01-01

    Purpose: The aim of this study was to investigate the association between Spanish physical education teachers' perceived self-efficacy toward including overweight and obese students and their attitudes toward overweight and obese students. Method: Four hundred and seventy-one physical education teachers filled out questionnaires to assess their…

  17. Perceived Affordances, Tensions, and Complementarities in the Physical and Digital Environments Frequented by Future Teachers

    ERIC Educational Resources Information Center

    Pruneau, Diane; Kerry, Jackie; Freiman, Viktor; Langis, Joanne; Bizid, Mohamed

    2016-01-01

    Is future teachers' contact with the physical environment significant enough for them to choose to educate their students about sustainability? These digital natives stand out from previous generations by their way of living. The research based on grounded theory was aimed at understanding future teachers' relationships with physical and…

  18. Moving beyond Physical Education Subject Knowledge to Develop Knowledgeable Teachers of the Subject

    ERIC Educational Resources Information Center

    Capel, Susan

    2007-01-01

    All knowledge is socially constructed, including physical education teachers' knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be…

  19. The Effects of Achieved National Board for Professional Teaching Standards Certification on the Marginality of Physical Education Teachers

    ERIC Educational Resources Information Center

    Gaudreault, Karen Lux; Woods, Amelia Mays

    2012-01-01

    The purpose of the study was to examine the relationship between achieving The National Board for Professional Teaching Standards certification and feelings of marginality of physical education teachers. Data sources included a focus group interview with 6 National Board Certified Physical Education Teachers (NBCPETs) and individual phone…

  20. Investigation of the Perceived Causes of Pre-Service Physics Teachers' Problems Encountered in School Experience

    ERIC Educational Resources Information Center

    Körhasan, Nilüfer Didis; Didis, M. Gözde

    2015-01-01

    This study investigates a group of pre-service physics teachers' perceptions about the causes of problems in school experience through the attribution theory. The participants were thirteen pre-service physics teachers from a public university in Turkey. Data were collected through the interviews by requesting the participants to reflect their own…

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