- 43%: Design tactics in curriculum development: Examples from the Paradigms in Physics ring cycle
- 41%: Examining the development of knowledge for teaching a novel introductory physics curriculum
- 37%: Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development
- 35%: Research Projects in Science Education for Preschool, Evolution, and Results in Curriculum Development, Evaluation Tools, and Teacher Workshops.
- 34%: Transforming the preparation of physics graduate teaching assistants: Curriculum development
- 31%: Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development
- 29%: Interpretive Themes in Quantum Physics: Curriculum Development and Outcomes
- 28%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
- 28%: Development and Evaluation of a Large-Enrollment, Active-Learning Physics Curriculum
- 27%: The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving
- 27%: Student Understanding Of Sound Propagation: Research And Curriculum Development
- 26%: Research as a Guide for Curriculum Development: An Example from Introductory Electricity. Part II: Design of Instructional Strategies
- 26%: Development and evaluation of large-enrollment, active-learning physical science curriculum
- 26%: Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics
- 26%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
- 25%: A curricular frame for physics education: development, comparison with students' interests, and impact on students' achievement and self-concept
- 24%: Facilitating Faculty Conversations: Development of Consensus Learning Goals
- 24%: Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development
- 24%: Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students’ beliefs about experimental physics
