*59%*:**Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis***44%*:**Accounting for Errors in Model Analysis Theory: A Numerical Approach***43%*:**Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics***43%*:**Model analysis: Representing and assessing the dynamics of student learning***43%*:**Applying clustering to statistical analysis of student reasoning about two-dimensional kinematics***43%*:**Talking to Learn Physics and Learning to Talk Physics***43%*:**Investigating Student Communities with Network Analysis of Interactions in a Physics Learning Center***43%*:**Investigating student communities with network analysis of interactions in a physics learning center***40%*:**Students' Understanding of Measurement and Uncertainty in the Physics Laboratory: Social construction, underlying concepts, and quantitative analysis***40%*:**Investigating Student Understanding for a Statistical Analysis of Two Thermally Interacting Solids***40%*:**Improving students’ understanding of quantum measurement. II. Development of research-based learning tools***39%*:**Conceptual change cum discourse analysis: Towards an integrative perspective on learning in science***39%*:**Why may students fail to learn from demonstrations? A social practice perspective on learning in physics***36%*:**Preparing Students to Learn from Lecture: Creating a “Time for Telling” (Learning About Teaching Physics podcast)***36%*:**How physics instruction impacts students’ beliefs about learning physics: A meta-analysis of 24 studies***35%*:**Factors Influencing the learning of classical mechanics***33%*:**Statistical Analysis of Data***33%*:**The Effect of Classroom Diversity on Conceptual Learning in Physics**