Benezet, L.P. 1935/36. "The teaching of arithmetic I, II, III: The
story of an experiment," Journal of the National Education
Association 24(8), 241-244 (1935); 24(9), 301-303 (1935); 25(1), 7-8
(1936); online at the Benezet Centre
<http://www.inference.phy.cam.ac.uk/sanjoy/benezet/> (now featuring
photos of Benezet!). See also Mahajan & Hake (2000). For the
relevance of Benezet's work to the current acrimonious Math-Wars that
now dominate the discourse on Math-Teach see Hake (2001b).
Clemens, H. 1998. "Is There a Role for Mathematicians in Math
Education?" Notices of the American Mathematical Society 36(5):
542-544.
Ford, K.W. 1989. "Guest Comment: Is physics difficult?" Am J. Phys.
57(10), 871-872.
Gery, F.W. 1972. "Does mathematics matter?" in A. Welch, ed.,
"Research papers in economic education." Joint Council on Economic
Education. pp. 142-157.
Hake, R.R. 1998. "Interactive-engagement vs traditional methods: A
six-thousand-student
survey of mechanics test data for introductory physics courses," Am.
J. Phys. 66: 64-74; online as
ref. 24 at < http://www.physics.indiana.edu/~hake >.
Hake, R.R. 2000a. "The General Population's Ignorance of Science
Related Societal Issues: A Challenge for the University," AAPT
Announcer 30(2), 105; omline as ref. 11 at
<http://www.physics.indiana.edu/~hake/>.
It is argued (with tongue only partially in cheek) that the failure
of universities THROUGHOUT THE UNIVERSE to properly educate
pre-college teachers is responsible for our failure to observe any
signs of extraterrestrial intelligence.
Hake, R.R. 2000b. "Is It Finally Time to Implement Curriculum S?"
AAPT Announcer 30(4): 103; online as ref. 13 at
<http://www.physics.indiana.edu/~hake/>.
PhysLrnR is almost unique among discussion list in prohibiting access
to its archives by non-subscribers (purportedly to protect
subscribers from being spammed by non-subscribers). But it takes only
a few minutes to subscribe and then unsubscribe by following the
simple directions at
<http://listserv.boisestate.edu/archives/physlrnr.html> / "Join or
leave the list (or change settings)" where "/" means "click on."
Rather than unsubscribe after using the archives, it's easier to
subscribe in the first place using the "NOMAIL" option under
"Miscellaneous." Then, as a subscriber, you may access the archives
and/or post messages at any time, while receiving NO MAIL from the
list! [This strategy allows one to monitor many LISTSERV lists (e.g.,
Phys-L, Physhare, Physoc, Biopi-L, Chemed-L, AERA-D, POD) while
retaining a modicum of sanity and hard-drive space.]
Hake, R.R. 2002a. "Whence Do We Get the Teachers (Response to
Madison)". PKAL Roundtable on the Future: Assessment in the Service
of Student Learning, Duke University, March 1-3; updated on 6/17/02;
online as ref. 16 at <http://www.physics.indiana.edu/~hake/>.
Hake, R.R. 2002b. "Physics First: Opening Battle in the War on
Science/Math Illiteracy?" Submitted to the American Journal of
Physics on 27 June 2002; online as ref. 20 at
<http://www.physics.indiana.edu/~hake/>. Contains cartoon versions of
Lederman's 9th grade physics cliff and Ford's K-12 science/math
ramp. See also Hake (2002c).
Hake, R.R. 2002d. "Lessons from the physics education reform effort."
Conservation Ecology 5(2): 28; online at
<http://www.consecol.org/vol5/iss2/art28>. "Conservation Ecology," is
a FREE "peer-reviewed journal of integrative science and fundamental
policy research" with about 11,000 subscribers in about 108 countries.
Hovland, C.I., A.A. Lumsdaine, and F.D. Sheffield. 1949. "A baseline
for measurement of percentage change." In C.I. Hovland, A.A.
Lumsdaine, and F.D. Sheffield, eds. 1965. "Experiments on mass
communication." Wiley (first published in 1949). Reprinted as pages
77-82 in P.F. Lazarsfeld and M. Rosenberg, eds. 1955. "The language
of social research: a reader in the methodology of social Research."
Free Press.
Katz, V.J. & A. Tucker. 2003. "Preparing Mathematicians to Educate
Teachers (PMET)," Focus, March, to appear; online at
<http://www.maa.org/pmet/focus.html>: ". . .the Glenn Report (2000)
concluded that 'the most powerful instrument for change, and
therefore the place to begin, lies at the very core of education -
with teaching itself.' "
Kilpatrick, J., J. Swafford, and B. Findell, eds. 2001. "Adding It
Up: Helping Children Learn Mathematics." National Academy Press,
online at <http://www.nap.edu/catalog/9822.html>: " 'Adding it Up'
explores how students in pre-K through 8th grade learn
mathematics and recommends how teaching, curricula, and teacher
education should change to improve mathematics learning during these
critical years."
Krantz, V.J. & A. Tucker, 2003 "Preparing Mathematicians to Educate
Teachers (PMET)," Focus, March, to appear; online at
<http://www.maa.org/pmet/focus.html>: "The Glenn Report made only a
few straightforward points, but it made them urgently and
insistently. In particular, the report concluded that 'the most
powerful instrument for change, and therefore the place to begin,
lies at the very core of education - with teaching itself.' "
Mahajan, S. & R.R. Hake. 2000. "Is it finally time for a physics
counterpart of the Benezet/Berman math experiment of the 1930's?
Physics Education Research Conference 2000: Teacher Education; online
as ref. 6 at <http://www.inference.phy.cam.ac.uk/sanjoy/benezet/>.
PhysTec. 2003. "About PhysTEC" <http://www.phystec.org/about.html>:
"PhysTEC is a program to improve the science preparation of future
K-12 teachers. It aims to help physics and education faculty work
together to provide an education for future teachers that emphasizes
a student-centered, hands-on, inquiry-based approach to learning
science."
Redish, E.F. 2003. "Teaching Physics with the Physics Suite." Wiley.
Stein, S. 1997. "Preparation of Future Teachers" Notices of the AMS
44 (3); 311-312; online at
<http://www.ams.org/notices/199703/199703-toc.html> / "Letters to the
Editor", where "/" means "click on."
Stokstad, E. 2001. "Reintroducing the Intro Course." Science 293:
1608-1610, 31 August 2001: online at <http://www.sciencemag.org/>.
Non-AAAS members may access the article by taking a few minutes to
complete a free limited-access registration: "Physicists are out in
front in measuring how well students learn the basics, as science
educators incorporate hands-on activities in hopes of making the
introductory course a beginning rather than a finale.'