Aspiring to Lead: Physics Teacher Leaders Influencing Science Education Policy

• Becky Bundy ^[1] ; Julie Dahl ^[1] ; Seth Guiñals-Kupperman ^[5] ; Katie Martino ^[5] ; Jeff Hengesbach ^[2] ; John Metzler ^[6] ; Trey Smith ^[3] ; Nichole Spencer ^[7] ; Amanda Whitehurst ^[7] ; Michael Vargas ^[8] ; Rebecca Vieyra ^[4]
  1. [1] Black Hills State University

     Black Hills State University

     City of Spearfish, Estados Unidos

     
  2. [2] Estrella Mountain Community College

     Estrella Mountain Community College

     Estados Unidos

     
  3. [3] Northwestern University

     Northwestern University

     Township of Evanston, Estados Unidos

     
  4. [4] University of Maryland, College Park

     University of Maryland, College Park

     Estados Unidos

     
  5. [5] New York City Public Schools
  6. [6] Niles Township High School
  7. [7] STEMteachersPHX
  8. [8] Paradise Valley Unified School District

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• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 57, Nº. 3, 2019, págs. 186-189
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Teachers are increasingly recognizing the need—and their power—to advocate on behalf of the teaching profession for the sake of their students and communities. National organizations like AAPT have a key role in amplifying teachers’ voices. Building on the strategic vision for K-12 physics teacher professional development of the “Aspiring to Lead” report (Fig. 1), AAPT broke new ground by supporting teams of educators in addressing local- and state-level issues related to physics education.