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A Collaboration Between University and High School in Preparing Physics Teachers: Chicago State University's Teacher Immersion Institutea)
2.National Research Council, Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium (The National Academies Press, Washington, DC, 2000).
5.Although it is possible to be highly qualified to teach physics without a single course in the subject area, most university secondary education science programs do require at least a year of introductory physics.
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14.and P. S. Shaffer and L. C. McDermott, “Research as a guide for curriculum development: An example from introductory electricity, Part II: Design of instructional strategies,” Am. J. Phys. 60, 1003–1013 (Nov. 1992).
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16.How People Learn, Committee on Developments in the Science of Learning, edited by John D. Bransford, Ann L. Brown, and Rodney R. Cocking, with additional material from the Committee on Learning Research and Educational Practice, edited by M. Suzanne Donovan, John D. Bransford, and James W. Pellegrino, Commission on Behavioral and Social Sciences and Education, National Research Council (National Academy Press, Washington, DC, 2000).
17.M. S. Sabella, K. Coble, and S. P. Bowen, “Usingthe resources of the student at the urban, comprehensive university to develop an effective instructional environment,” 2008 Physics Education Research Conference Proceedings (AIP, New York),
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22.Although the TII is new at Chicago State University, the chemistry and physics department has had a retired high school chemistry teacher on staff for over five years who is a crucial piece of our science education program.
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