MARC record from Internet Archive

LEADER: 03996cam 2200661Mu 4500
001 on1062924767
003 OCoLC
005 20200902044118.0
008 080701s2008 xx os 000 0 eng d
006 m o d
007 cr |||||||||||
040 $aWYU$beng$cWYU$dOCLCQ
020 $a9780735405646
020 $a0735405646
035 $a(OCoLC)1062924767
100 1 $aNeuschatz, Michael.
245 10 $aReaching the Critical Mass$bThe Twenty Year Surge in High School Physics. Findings from the 2005 Nationwide Survey of High School Physics Teachers. AIP Report. Number R-442 /$cMichael Neuschatz, Mark McFarling and Susan White.
260 $a[Place of publication not identified]$bDistributed by ERIC Clearinghouse,$c2008.
300 $a1 online resource (84 pages)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
500 $aAvailability: Statistical Research Center of the American Institute of Physics. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3067; Fax: 301-209-0843; e-mail: stats@aip.org; Web site: http://www.aip.org/pubs/.$5ericd
500 $aAbstractor: ERIC.$5ericd
500 $aEducational level discussed: High Schools.
520 $aThis report traces the growth of high school physics in American school over the past twenty years. Highlights of the report include: (1) Enrollments in high school physics continue to grow; (2) Increase in number and proportion of physics teachers; (3) Number of students taking honors, advance placement or second-year physics course has nearly tripled since 1990; (4) More than 70 percent of those teaching physics possess a physics degree or extensive physics teaching experience or both; (5) Enrollment gap across genders and ethnicities is decreasing; (6) Increased promotion and implementation of Physics First; (7) More than 80 percent of public school teachers feel that the testing and teacher qualification provision in the No Child Left Behind (NCLB) legislation has not affected them or their physics classes and curriculum; (8) Decreased funding for equipment and supplies; and (9) Top four textbooks account for more than 85% of use in first-year physics. The report concludes that both achieved progress and persisting disparities are symptoms of an educational system that is both enormous and enormously complex. Four appendixes include: (1) Additional Tables of Findings: (b) Survey Methodology; (C) States Grouped by Geographic Region; and (D) Survey Instruments. (Contains 22 figures and 29 tables.).
524 $aStatistical Research Center of the American Institute of Physics.$2ericd
650 07 $aHigh Schools.$2ericd
650 07 $aPhysics.$2ericd
650 07 $aEducational History.$2ericd
650 07 $aScience Instruction.$2ericd
650 07 $aSecondary School Science.$2ericd
650 07 $aCourse Selection (Students)$2ericd
650 07 $aScience Teachers.$2ericd
650 07 $aHonors Curriculum.$2ericd
650 07 $aAdvanced Placement.$2ericd
650 07 $aTrend Analysis.$2ericd
650 07 $aAcademic Degrees.$2ericd
650 07 $aTeacher Competencies.$2ericd
650 07 $aTeaching Experience.$2ericd
650 07 $aEnrollment Trends.$2ericd
650 07 $aGender Differences.$2ericd
650 07 $aRacial Differences.$2ericd
650 07 $aEthnicity.$2ericd
650 07 $aPublic Schools.$2ericd
650 07 $aFederal Legislation.$2ericd
650 07 $aFinancial Support.$2ericd
650 07 $aEducational Finance.$2ericd
650 07 $aTextbooks.$2ericd
655 7 $aNumerical/Quantitative Data.$2ericd
655 7 $aReports, Evaluative.$2ericd
655 7 $aTests/Questionnaires.$2ericd
700 1 $aMcFarling, Mark,$eauthor.
700 1 $aWhite, Susan,$eauthor.
710 2 $aAmerican Institute of Physics, Statistical Research Center.
856 41 $uhttps://eric.ed.gov/?id=ED502250
994 $aZ0$bP4A
948 $hNO HOLDINGS IN P4A - 1 OTHER HOLDINGS