Thomas William Shiland

Education

Chemistry B.A. - 1973
Dartmouth College

Environmental Science M.S. - 1974
Drexel University

Secondary Science Education M.S. - 1987
State University of New York Albany

Educational Administration M.S - 1993
State University of New York Albany

Experience

Environmental Scientist U. S. E.P.A. Regional Office, 1974-1983

Chemistry Teacher Saratoga Springs Senior High School, 1984-2019

Science Department Head Saratoga Springs Senior High School, 2016

Test Question Editor New York State Regents, 1999-2004

Adjunct Professor State University of New York Albany, Present

Adjunct Professor Clarkson University, Present

Publications

Shiland, T. W. (1995). What's the Use of All this Theory: The Role of Quantum Mechanics in High School Chemistry Textbooks. Journal of Chemical Education, 72(3): 215-219.
Shiland, T. W. (1997). Quantum Mechanics and Conceptual Change in High School Chemistry Textbooks. Journal of Research in Science Teaching, 34(5): 535-545.
Shiland, T. W. (1998). The Atheoretical Nature of the National Science Education Standards. Science Education, 82: 615-617.
Shiland, T. W. (1999). Constructivism: The Implications for Laboratory Work. Journal of Chemical Education 76 (1); 107-109.
Shiland, T.W. (2000). Questions on Cue. The Science Teacher. 67(8), 47-49.
Shiland, T.W. (2002). Response to Pushkin. Science Education. 86: 161-166.
Shiland, T.W. (2003). Comment: Aiming Precisely at Standards That Are Not There: Kinetic Molecular Theory, Scientific Theories, and National Standards. Journal of Research in Science Teaching, 40 : 824-826.
Shiland, T.W. (2004). Learning from Standards-Based Exams.The Science Teacher. 71(1): 47-49.
Shiland, T.W (2007-2012) Numerous articles in the Science Teachers Association of New York newsletter.

Certifications