A case study of the physics enhancement project for two year colleges, its effects and outcomes on the teaching of undergraduate physics at two year colleges

K-REx Repository

Show simple item record

dc.contributor.author Leif, Todd Robert
dc.date.accessioned 2008-09-18T18:47:59Z
dc.date.available 2008-09-18T18:47:59Z
dc.date.issued 2008-09-18T18:47:59Z
dc.identifier.uri http://hdl.handle.net/2097/979
dc.description.abstract This dissertation reports on a naturalistic evaluation study of a series of NSF grant projects collectively known as PEPTYC -- Physics Enhancement Project for Two Year College Physics Instructors. The project encompassed seven different cycles of professional development occurring during the 1990's via May Institutes, held at Texas A&M University. Follow-up meetings were held at American Association of Physics Teachers - Texas Section Meetings. The research was conducted post hoc. The research evaluated the characteristics of effective professional development under an evaluation frame work designed by D.L. Kirkpatrick (1959) and adapted by the researcher to address issues that are pertinent to the professional development of faculty. This framework was adapted to be viewed through an educator's eye in an effort to ascertain the long term affects of the program and determine how the program affected the participants' attitudes, pedagogical knowledge, and instructional practices. The PEPTYC program philosophy was based on the premise, supported by research, that professional development programs addressing specific teaching practices are more successful than generic programs. Furthermore, professional development is more effective in helping teachers use alternative approaches when teachers are engaged in active learning experiences rather than passively listening to lectures or presentations. The naturalistic study was based on surveys and semi-structured interviews with 14 individuals who participated in PEPTYC workshops, as well as presenters of the PEPTYC program. The interviews were analyzed to describe how the PEPTYC project influenced the participants long after they had completed their training. This project can inform the development of similar evaluation studies of other professional development programs. en
dc.language.iso en_US en
dc.publisher Kansas State University en
dc.subject Physics Enhancement Project en
dc.subject Two year colleges en
dc.subject Professional development en
dc.subject Physics education en
dc.title A case study of the physics enhancement project for two year colleges, its effects and outcomes on the teaching of undergraduate physics at two year colleges en
dc.type Dissertation en
dc.description.degree Doctor of Philosophy en
dc.description.level Doctoral en
dc.description.department Curriculum and Instruction Programs en
dc.description.advisor Nobel S. Rebello en
dc.subject.umi Education, Curriculum and Instruction (0727) en
dc.date.published 2008 en
dc.date.graduationmonth December en


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search K-REx


Advanced Search

Browse

My Account

Statistics








Center for the

Advancement of Digital

Scholarship

cads@k-state.edu