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Results #1-#10 of 100+
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1.
Expanding and enacting transformative meanings of equity, diversity and social justice in science education
[ Journal Article ]
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100
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A. Rodriguez and D. Morrison, Cult. Stud. Sci. Educ.,
14
(2), 265-281 (2019).
This paper provides a conceptual critique of the various constructs often used to justify policies and/or research to promote equity, diversity and social justice in science…
https://doi.org/10.1007/s11422-019-09938-7
2.
Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy
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T. Haskell, E. Borda, and A. Boudreaux, Phys. Rev. Phys. Educ. Res.,
18
(1), 010108 (2022).
The structure of many science programs at the college level assumes that students are able to draw on and integrate ideas from multiple disciplinary contexts. However, most…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010108
3.
Motivating preservice physics teachers to low-socioeconomic status schools
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X. Zhai, B. Schneider, and J. Krajcik, Phys. Rev. Phys. Educ. Res.,
16
(2), 023102 (2020).
Recruiting high-quality physics teachers for low-socioeconomic status (SES) schools is essential for ensuring equity but is challenging globally. China launched a four-year program…
https://doi.org/10.1103/PhysRevPhysEducRes.16.023102
4.
Transforming the preparation of physics graduate teaching assistants
[ Thesis ]
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Byline:
E. Alicea-Muñoz
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Graduate Teaching Assistants (GTAs) are key partners in the education of undergraduate students. In large-enrollment intro physics classes, students spend roughly half of their…
https://smartech.gatech.edu/handle/1853/62714
5.
Faculty perceptions of grade 7-12 math and science teaching as a career: Evidence from a reduced-basis factor analysis of the PTAP.HE Instrument
[ Conference Proceedings ]
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Byline:
J. Breakall, S. Logan, and W. Adams
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J. Breakall, S. Logan, and W. Adams, PERC 2021 Proceedings, 57-62.
Teachers in the United States rate their lives better than all other occupation groups, trailing only physicians. However, as a nation we face a shortage of qualified math and…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=15725&DocID=54...
6.
Characterizing active learning environments in physics using latent profile analysis
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K. Commeford, E. Brewe, and A. Traxler, Phys. Rev. Phys. Educ. Res.,
18
(1), 010113 (2022).
The vast majority of research involving active learning pedagogies uses passive lecture methods as a baseline. We propose to move beyond such comparisons to understand the mechanisms…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010113
7.
History of science based dialogues on sound waves: From sound atoms to phonons
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A. Volfson, H. Eshach, and Y. Ben-Abu, Phys. Rev. Phys. Educ. Res.,
18
(1), 010123 (2022).
Sound is one of the most commonly used physical phenomena that most of us use without considering its nature. Moreover, students often face difficulties in understanding acoustic…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010123
8.
Impact of Backwards Faded Scaffolding in an Astronomy Course for Pre-service Elementary Teachers based on Inquiry
[ Journal Article ]
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S. Slater, T. Slater, and A. Shaner, J. Geosci. Educ.,
56
(5), 408-416 (2008).
In response to national reform movements calling for future teachers to be prepared to design and deliver science instruction using the principles of inquiry, we created and…
https://doi.org/10.5408/jge_nov2008_slater_408
9.
Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement
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S. Adamson, D. Banks, M. Burtch, F. Cox III, E. Judson, J. Turley, R. Benford, and A. Lawson, J. Res. Sci. Teaching,
40
(10), 939-957 (2003).
The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) Program is one of several reform efforts supported by the National Science Foundation. The primary…
https://doi.org/10.1002/tea.10117
10.
Will my student evaluations decrease if I adopt an active learning instructional strategy?
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C. Henderson, R. Khan, and M. Dancy, Am. J. Phys.,
86
(12), 934-942 (2018).
College instructors are often afraid to use active learning instructional strategies because they fear that students may complain and/or give them lower evaluations of teaching. In…
https://doi.org/10.1119/1.5065907
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Results #1-#10 of 100+
