Labudden, P. et al. (2000) Girls and physics: Teaching and learning strategies tested by classroom interventions in grade 11. 22(2), 143-157.
Professor Labudden a teacher at Bern University who has published many studies and cases having to do with the most effective method of teaching physics and class room behavior which have all been peer reviewed and published in journals or other medias. In this study various strategies are developed and tested for an approach to physics instruction that should improve girls’ and boys’ attitudes toward and achievements in physics. Strategies include opportunities to integrate different pre-existing knowledge and the variation of teaching methods to enhance co-operation and communication in the classroom. The core of this study is an intervention in 31classes of public schools in Switzerland. This may contain information on how to improve the teaching strategies of the US to better reflect
Kelly, A. M. (2008) Inequities in physics access and enrollment in urban schools. City University of New York: American Institute of Physics.
Angela M. Kelley is a VP for immigration policy and advocacy with a special interest in fighting the unfair treatment of the amount of information shared between AP and regular classes specifically physics. A study documenting the inequities in physics and the effect this has on the population of New York. A study that may be used as an example of a typical American school, to draw similarities and differences between the other countries of the world. A look into the differences between AP physics classes and regular physics classes, and the inequities between the information being given in each.
Owen, S., et al. (2008) Teaching physics: Students’ attitudes toward different learning activities. Research in science & technological education,26 (2), 113-128. DOI: 10.1080/02635140802036734.
Sain Owen has a degree in mathematics and behavioral finance, which in combination with the talents of her co-authors is more than qualified to be a credible source.A study of different techniques and learning activities and the attitudes of the students based on the differences. May show an improvement due to some variable that can be then be expanded to be used in all public schools. A case study used for background information on the psychological aspect of what students respond best to.
The College Board. (2009).AP central board. College board AP website. Retrieved from http://apcentral.collegeboard.com/apc/public/repository/ap-physics-course- description.pdf
The College Board is a nonprofit organization dedicated to helping to enrich the learning process by offering harder courses to better prepare high school students for college. The guidelines to the AP Physics program which will be beneficial in the understanding of what is being taught in the advanced classes as opposed to the regular classes. This may also offer some insight to what motivates the AP students to learn harder courses with positive attitudes, as well as the method used to teach the more advanced classes. Pedagogical handbook, which can be used as a reference for the teaching standard and technique most common in America.
Kaiser, D. (2002) Democracy: Political engagement, pedagogical reform, and particle physics in postwar America. Isis,93(2), 229-268.
David Kaiser is Harvard alum with a PhD in history, as a historian he has published many respected and knowledgeable papers which are known for their accuracy. A look at post World War II America, a time known for its technological advances and reforms. The learning curve for not only physics but all sciences and mathematics was at a high, during this time as opposed to American today. This will be a good reference to compare learning styles and connect public opinions and national events in post war America and the same factors in present day America.
Kaiser, D. (2005) Drawing theories apart: The dispersion of Feynman diagrams in postwar physics. Googlescholar. Retrieved from http://books.google.com/books?hl=en&lr=&id=_wz9JZvBt78C&oi=fnd&pg=PR7&dq=q %3D+ppedagog+physics++America+1950&ots=PYHjXz5zEe&sig=4hqKlkGDPiLZ5qq VhLYoIQKjuoI#v=onepage&q&f=false
This is a study of what the advances made in physics during postwar America. Which theories were proven and made obsolete, as well as how this transcended into the schools. This will be a good reference on the background of physics in America.
Kaiser, D. (2001) Science and society: the history of the modern physics in the twentieth century. El Paso: University of Texas at El Paso. Taylor & Francis Books, Inc.
A history of modern physics in America, a good juxtapose for the post war physics. This will allow for a look at the changes in physics and how they correlate with the changes in modern society. A study of the history of where scientist have come in the last twenty or so years that can be made into a comparison of what is being taught at secondary schools as opposed to what new information has been found.
Kaiser, D. (2005) Pedagogy and the practice of science: The historical and contemporary perspectives. El Paso: University of Texas at El Paso. MIT Press.
A study of the art of teaching and practicing science, which will be useful in creating a timeline of both the rises and falls of physics in America and the teaching styles used during each. This Study will be useful in that it is a scientific look at the pedagogy of physics in relation to practicing science, with perspectives of both traditional and contemporary value. This book gives the differences and similarities with modern teaching and historical teaching of sciences.
