The four most important evaluations: the two NSF Reports: Findings ... and the two U.S. Department of Education Expert Panels' Reports, are on the modeling homepage.
ASU: Modeling Workshop Project:
July 22, 1998 site visit to UW River Falls. By Frances Lawrenz,
University of Minnesota
ASU: A Graduate Program for Secondary Physics Teachers. July 24-25, 2003 Site Visit Report. By Frances Lawrenz, University of Minnesota
ASU: Master of Natural Science Program. By Eugene Judson (Sept. 2003)
Review of Evaluation
Studies of Mathematics and Science Curricula and Professional Development
Models, Clewell, Beatriz, Cosentino de Cohen, C., et al
(Feb. 20, 2005). Urban Institute study submitted to the GE Foundation in Dcember
This report found that Modeling Instruction (developed at ASU) is one of two high school physics programs that are effective in student achievement.
ASU grants for Arizona high school physics teachers statewide: final reports.
1998: Physics Modeling Workshops for School Technology Infusion (Eisenhower grant)
1998: Physics Modeling for School Technology Infusion (Arizona Community Foundation)
1999: Physics Modeling for School Technology Infusion II (Medtronic Foundation)
2000: Physics Modeling Workshop for School Technology Infusion (Arizona Community Foundation)
ASU "Improving Teacher Quality" (ITQ) grants for middle school
& 9th grade science and math teachers: final reports.
2002: Mesa Public Schools, Peoria USD, Glendale UHSD, Glendale ESD, Washington ESD. Download
2003: Mesa Public Schools. Download
2004 & 2005: 4 metropolitan Phoenix school districts. Download
ASU ITQ grants for Arizona STEM teachers (high school and 8th grade): External
Evaluation Reports by Rose Shaw, Ph.D.
2006-2008: Improving the Quality of Arizona Teachers of Physics, Chemistry, Physical Sciences, and Math (final report)
2008-2010: Improving the Quality of Arizona Teachers ... (similar grant. 64-page final report)
ITQ grant 2008-2010: Logic Model
by Rose Shaw, Ph.D.
2011 to present: We are thankful to The Boeing Company, which contributed
$20,000 to $40,000 for partial tuition scholarships and program support each
summer, thus saving our program when the Arizona Board of Regents stopped
funding science for ITQ grants in 2011. We are thankful to Salt River Project,
which contributed $10,000 each year for partial tuition scholarships for needy
A Comparison between traditional and modeling approaches to undergraduate physics instruction, by James Vesenka et al.(1.4MB in pdf, pages 3 to 7 in Journal of Physics Teacher Education Online, vol. 1, #1. June 2002. www.phy.ilstu.edu/jpteo)
Effect of Modeling Method Training
on Physics Teacher Development in Californias Central Valley
by David Andrews, Jaime Arvizu, and James Vesenka. (2004, 3MB in .doc)
Minimizing resistance to inquiry-oriented science instruction:
the importance of climate setting, by Carl Wenning and
Six years of Modeling Workshops: Three cautionary tales, by James Vesenka.
(900kB in pdf.) Both are in Journal of Physics Teacher Education Online, vol. 3, #2. Dec. 2005. www.phy.ilstu.edu/jpteo)
The Challenges of Designing and Implementing Effective
Professional Development for Out-of-Field High School Physics Teachers
By Lawrence Escalada and Julia Moeller (Physics Education
Research Conference 2006). Teachers learned aspects of Modeling Instruction
combined with PRISMS PLUS and RealTime Physics in summers 2002 and 2003.
Physics Modeling Workshop in 2011 at Iowa State University: A Report to Carver Trust in 2012
Physics Modeling Workshops in 2011, 2012, and 2013 at three state universities in Iowa: Final Report to Carver Trust in 2014.
The Fort Hays State University Improving Teacher Quality (ITQ) grants for
Kansas physics, chemistry, and middle school science teachers:
Publication in 2008: University
Partnership to Deliver Professional Development, by
Paul Adams, Earl Legleiter, Malonne Davies, Matt Selmars, Zedslav Hrepic,
and Beth Waltzer (Science Scope: April/May 2008). Three-week courses in
three summers. For rural middle school and high school science teachers.
Final report in 2011: Three-year final report.
Since 2011, Wichita Unified School District has trained more than 50 teachers
in Modeling Instruction each summer. It began with a 1-year grant from the
Final report: Missouri Modeling
Physics and Technology Education in Science. Prof. Harold
H. Harris, University of Missouri - St. Louis (Eisenhower grant, 2000-2001)
Montgomery High School in Skillman, NJ: letter
in 2012 about enhanced student achievement due to Modeling Instruction.
The school organized two summer Modeling Workshops in physics and chemistry,
for teachers nationwide.
1999-2003: Extended Physics Community
(NSF-funded, 1999-2003). Summary of findings: a section of
the final report. Gerald Meisner, Principal Investigator.
2008-2010: External Evaluation Report:
Modeling Workshops in Physics, Chemistry and Physical Science: 2008-2010 (A state Math-Science Partnership project)
2011-2013: External Evaluation Report:
Modeling Workshops in Physics, Chemistry and Biology: 2011-2013 (Their 2nd state Math-Science Partnership project)
The Ohio State University ITQ grants for Ohio physics, chemistry, and physical science teachers (high school): External Evaluation Reports for summer Modeling Workshops.
2004 workshop:Final Report 2005 in .doc by Jan Upton, Ph.D. and Stephen
2007 workshops: Modeling Instruction for Physical Science and Chemistry in Ohio. By Jan Upton, Ph.D. and Stephen Maack, Ph.D.
Appendices 3-9 Appendices
Three three-week Modeling Workshops held in summer 2007 were studied. The Force Concept Inventory post-test mean score was 80% and normalized gain was 0.54; these are excellent learning gains. It was the first time the chemistry workshop was held; in the following summer of 2008, the chemistry workshop was much improved.
2008 workshops: final report by Upton - FY07.
2009 workshops: final report by Upton - FY08.
2011 workshops: final report and the accompanying summary of two surveys of participants .
2012 workshops: final report by Upton - FY11.
2013 workshops: final report and summary of three surveys of participants .
2014 workshops: final report by Upton and Ross - FY13.
2015 workshops: final report by Upton and Ross - FY14. Student FCI and ABCC scores in 2015-16 and other data
2016 workshops: final report by Upton and Ross - FY15. Student FCI and ABCC scores in 2016-17 and other data
2017 workshops: final report by Upton and Ross - FY16 (the final year of the Federal ITQ program of "No Child Left Behind".)
2011: Bowling Green State University: ITQ-funded Modeling Workshop in Physics and Chemistry: final report.
ITQ-funded Modeling Workshops in physics at Black Hills State University:
final report and teacher implementation
survey . by Prof. Andy Johnson (multiple years through
2004 and 2005: ITQ-funded Modeling Workshops in physical science at Marquette University: AERA presentation. and Appendices of teacher and student PSCI scores, attitudes, RTOP, and implementation. By Joan Whipp, Michele Korb, Michael Politano, Mel Sabella, David Hammer, & 3 middle school teachers: Kellie Kushner Steiner, Megan Ferger, & Kristie Gettleman. Powerpoint of AERA presentation
TIMSS Physics Achievement Comparison
Study, April 2000 (44 pages, 400kB in pdf). Conducted
for the National Science Foundation by the TIMSS International Study Center
at Boston College, Chestnut Hill, MA 02467. The author is Eugenio Gonzalez
<EGonzalez@ets.org>. The six NSF high school programs in the TIMSS study
were: Modeling Instruction, PTRA (Physics Teacher Resource Agents: an American
Assn of Physics Teachers program), Physics by Inquiry (at the University of
Washington), Constructing Physics Understanding (CPU, at San Diego State University),
C3P (at the University of Dallas, TX), and Minds-on Physics (at the University
A synopsis of the report is at success stories.
The C3P Project: A Study of Dissemination, Implementation, and Effects, by Kay Thomas (an external evaluation report using the FCI, 1998). (78 pages, 240kB in pdf)
Updated October 5, 2018
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