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American Journal of Physics
Classroom demonstrations: Learning tools or entertainment? 
  
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C. Crouch, A. Fagen, J. Callan, and E. Mazur, Am. J. Phys., 72 (6), 835-838 (2004).
We compared student learning from different modes of presenting classroom demonstrations to determine how much students learn from traditionally presented demonstrations, and whether…
https://doi.org/10.1119/1.1707018
Physical Review Physics Education Research
Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class 
  
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T. Espinosa, K. Miller, I. Araujo, and E. Mazur, Phys. Rev. Phys. Educ. Res., 15 (1), 010132 (2019).
Self-efficacy represents an individual’s belief that he or she can perform a particular task in a given domain. It is a strong predictor for performance and persistence in STEM…
https://doi.org/10.1103/PhysRevPhysEducRes.15.010132
PhysPort 
  
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Byline:
S. McKagan; Publisher: American Association of Physics Teachers
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PhysPort supports physics faculty in implementing research-based teaching practices in their classrooms, by providing expert recommendations about teaching methods, assessments, and…
https://www.physport.org
Physical Review Special Topics - Physics Education Research
Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching 
  
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S. Formica, J. Easley, and M. Spraker, Phys. Rev. ST Phys. Educ. Res., 6 (2), 020106 (2010).
To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will…
https://www.compadre.org/introphys/document/ServeFile.cfm?ID=10556&DocID...

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