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Materials Similar to User-centered personas for PhysPort

• 48%: PhysPort as professional development to foster creativity in teaching
• 40%: A comparison study of pre/post-test and retrospective pre-test for measuring faculty attitude change
• 40%: Physics instructors’ views about supporting learner variation: Modifying the Inclusive Teaching Strategies Inventory
• 39%: Assessment of teaching effectiveness: Lack of alignment between instructors, institutions, and research recommendations
• 39%: Supporting faculty and staff to make better use of learning analytics data
• 39%: Research on university faculty members’ reasoning about how departments change
• 39%: Instructors’ justifications regarding curricular design: Assumptions about life sciences students and their role in physics courses
• 38%: Faculty perception insights obtained from faculty interviews during the development of the Perceptions of Teaching as a Profession in Higher Education (PTaP.HE) instrument
• 38%: Understanding physics identity development through the identity performances of Black, Indigenous, and women of color and LGBTQ+ women in physics
• 34%: Physics Faculty and Educational Researchers: Divergent Expectations as Barriers to the Diffusion of Innovations
• 34%: Students Learning Problem Solving in Introductory Physics - Forming an Initial Hypothesis of Instructors' Beliefs
• 34%: Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers
• 34%: Intersectionality and Physics Identity: A Case Study of Black Women From Different Nationalities
• 34%: 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
• 33%: Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?
• 33%: The Role of Affect in Sustaining Teachers' Attention and Responsiveness to Student Thinking
• 33%: Graduate teaching assistants’ perceptions of a context-rich introductory physics problem
• 31%: Departmental Action Teams: Empowering faculty to make sustainable change
• 31%: Valuing student ideas morally, instrumentally, and intellectually