Characterizing Noyce Scholars Physics Classrooms Using RTO P Joseph L. Zawicki, Kathleen Falconer, Dan MacIsaac, Catherine Lange, Griffin Harmon SUNYBuffalo State

Noyce Scholars at SUNY Buffalo State 2004 NSF Noyce Scholars at SUNY Buffalo State - Phase NSF Noyce Scholars at SUNY Buffalo State - Phase 2 …scholarships for juniors and seniors who are majoring in STEM and stipends for STEM professionals seeking to become teachers. Scholarship and stipend recipients are selected on the basis of academic merit, with consideration given to financial need and the diversity of participants in the program…

Study Methodology – Spring 2015  Selected Noyce physics scholars were observed using the RTOP  Each scholar was observed several times  The resulting scores (& sub-scores) and inter-rate reliabilities were calculated  This data is a sub-set of a larger study of Noyce Scholars at Buffalo State

The Physics Numbers 40 Phase 1 26 Phase 2 15 Physics 4 in NYS

Reformed Teacher Observation Protocol (RTOP) …is an observation instrument developed to provide a standardized means for detecting the degree to which K-20 classroom instruction in mathematics or science is reformed. Lesson narratives and observer notes are compiled; each subscore is based on observer rankings of five aspects of instruction… 6) The lesson involved fundamental concepts of the subject. Never OccurredVery Descriptive

Reformed Teacher Observation Protocol (RTOP) Protocol subscores include:  Lesson Design & Implementation  Content - Propositional Knowledge  Content - Procedural Knowledge  Classroom Culture - Communicative Interactions  Classroom Culture - Student/Teacher Relationships

RTOP – Observation Items

Alt Cert Program Prepares candidates for Transitional NYS B Certification Requires 45 Credit Hours Includes three core reformed courses: PHY 510 PROCESS SKILLS IN PHYSICS TEACHING (6) Use of inquiry-based teaching techniques to develop concepts central to the New York State physics core curriculum. Use of mathematical analysis, scientific inquiry, and engineering design to pose questions, seek answers, and develop strategies to achieve these goals in the physics classroom with adolescent learners. PHY 620 POWERFUL IDEAS AND QUANTITATIVE MODELING: FORCE, MOTION, AND ENERGY (6) Designed for practicing or future high school physics teachers. Activities and laboratory experiences develop ideas in force, motion, and energy. Exemplary pedagogical techniques are modeled and examined. PHY 622 POWERFUL IDEAS AND QUANTITATIVE MODELING: ELECTRICITY AND MAGNETISM (6) Designed for high school physics teachers. Activities and laboratory experiences develop ideas in electricity and magnetism. Exemplary pedagogical techniques are modeled and examined.

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

Factor Analysis (SPSS)

Findings The subscore with the highest ratings was Content – Propositional Knowledge The subscores with the lowest rankings were Lesson Design & Implementation and Content – Procedural Knowledge. (Supporting the conclusion that these aspects of reformed teaching are more difficult for novice (traditional) teachers.) Reformed teachers scored more highly on the Classroom Culture (Communicative Interactions and Student/Teacher Relationships) than did the non-reformed teacher in this study.

Conclusions Two of three teachers were reformed The content knowledge was good The pedagogical content knowledge varied substantially among the teachers All three teachers did have students talking at various levels and to various extents

The slides will be available at For additional information please contact: