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Physical Review Special Topics - Physics Education Research
written by Kimberley Kreutzer and Andrew Boudreaux
Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement (IE) techniques. In two of the IE course sections, however, the gains of female students were comparable to those of male students. Classroom observations of the course sections involved were made over an extended period. In this paper, we characterize the observed instructor-student interactions using a framework from educational psychology referred to as wise schooling. Results suggest that instructor practices affect differential learning, and that wise schooling techniques may constitute an effective strategy for promoting gender equity in the physics classroom.
Subjects ADS Supplements Resource Types
Education - Applied Research
- Pedagogy
Education - Basic Research
- Assessment
- Communication
- Sample Population
= Gender: Female
= Gender: Male
- Societal Issues
= Gender Issues
- Reference Material
= Research study
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Formats:
application/pdf
text/html
Mirror:
http://dx.doi.org/10.1103/PhysRev…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevSTPER.8.010120
PACS:
01.40.Fk
Keywords:
CSEM, Gender Equity, Interactive Engagement, Stereotype threat
Record Creator:
Metadata instance created May 18, 2012 by Lyle Barbato
Record Updated:
May 21, 2012 by Vince Kuo
Last Update
when Cataloged:
May 4, 2012
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Record Link
AIP Format
K. Kreutzer and A. Boudreaux, Phys. Rev. ST Phys. Educ. Res. 8 (1), 010120 (2012), WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830).
AJP/PRST-PER
K. Kreutzer and A. Boudreaux, Preliminary investigation of instructor effects on gender gap in introductory physics Phys. Rev. ST Phys. Educ. Res. 8 (1), 010120 (2012), <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830>.
APA Format
Kreutzer, K., & Boudreaux, A. (2012, May 4). Preliminary investigation of instructor effects on gender gap in introductory physics. Phys. Rev. ST Phys. Educ. Res., 8(1), 010120. Retrieved August 29, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830
Chicago Format
Kreutzer, Kimberley, and Andrew Boudreaux. "Preliminary investigation of instructor effects on gender gap in introductory physics." Phys. Rev. ST Phys. Educ. Res. 8, no. 1, (May 4, 2012): 010120, http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830 (accessed 29 August 2014).
MLA Format
Kreutzer, Kimberley, and Andrew Boudreaux. "Preliminary investigation of instructor effects on gender gap in introductory physics." Phys. Rev. ST Phys. Educ. Res. 8.1 (2012): 010120. 29 Aug. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830>.
BibTeX Export Format
@article{ Author = "Kimberley Kreutzer and Andrew Boudreaux", Title = {Preliminary investigation of instructor effects on gender gap in introductory physics}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {8}, Number = {1}, Pages = {010120}, Month = {May}, Year = {2012} }
Refer Export Format

%A Kimberley Kreutzer
%A Andrew Boudreaux
%T Preliminary investigation of instructor effects on gender gap in introductory physics
%J Phys. Rev. ST Phys. Educ. Res.
%V 8
%N 1
%D May 4, 2012
%P 010120
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Kreutzer, Kimberley
%A Boudreaux, Andrew
%D May 4, 2012
%T Preliminary investigation of instructor effects on gender gap in introductory physics
%J Phys. Rev. ST Phys. Educ. Res.
%V 8
%N 1
%P 010120
%8 May 4, 2012
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830


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The AIP Style presented is based on information from the AIP Style Manual.

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