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Notable Papers

2016

Influences of teaching style and perceived care of instructor on retention of underrepresented groups in STEM
M. H. Dancy, K. Rainey, R. Mickelson, E. Stearns, and S. Moller


Using asynchronous communication to support virtual faculty learning communities
J. C.  Corbo, A. Rundquist, C. Henderson, and M. H. Dancy


Methods for analyzing pathways through a physics major
J. M. Aiken and M. D. Caballero


Leveraging the expertise of the urban STEM student in developing an effective LA Program: LA and Instructor Partnerships
M. S. Sabella, A. G. Van Duzor, and F. Davenport

2015

Student Difficulties with Boundary Conditions in Electrodynamics  
Q.X. Ryan, B.R. Wilcox, and S. J. Pollock


The role of metacognition in troubleshooting: an example from electronics  
K. L. Van De Bogart, D.R. Dounas-Frazer, H. J. Lewandowski, and M.R. Stetzer


Understanding the Nuance in Disciplinary Self-Efficacy  
V. Sawtelle and A. Little


How to structure an unstructured activity: generating physics rules from simulation or contrasting cases  
S. Salehi, M. Keil, E. Kuo and C. Wieman


2014

Sensitivity of Learning Gains on the Force Concept Inventory to Students' Individual Epistemological Changes  
L. Ding


Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience  
C. Henderson, E. Marshman, A. Maries, E. Yerushalmi, and C. Singh


Physics I MOOC – Educational Outcomes  
D. Lieberman, M. Dubson, E. Johnsen, J. Olsen, and N. Finkelstein


Multiple Representations and Epistemic Games in Introductory Physics Exam Solutions  
A. L. Traxler, J. V. Mahadeo, D. McPadden and E. Brewe


2013

Content Knowledge for Teaching Energy:An example from middle-school physical science  
R.E. Scherr, A.D. Robertson, L. Seeley, and S. Vokos


Students' dynamic geometric reasoning about quantum spin-1/2 states  
H.G. Close, C.C. Schiber, E.W. Close, and D. Donnelly


Development and results from a survey on students' views of experiments in lab classes and research   
B.M. Zwickl, T. Hirokawa, N. Finkelstein, and H. Lewandowski

2012

Narratives of the Double Blind: Intersectionality in life stories of women of color in physics, astrophysics, and astronomy   
L. T. Ko, R. R. Kachchaf, M. Ong, and A. K. Hodari


A conceptual physics class where students found meaning in calculations  
M. M. Hull and A. Elby


An Examination of Expert/Novice Positional Identities in the Disciplines  
V. Sawtelle, T.R. Sikorski, C. Turpen and E.F. Redish


Evidence of Embodied Cognition via Speech and Gesture Complementarity  
E. A. Chase and M. C. Wittmann


How a Gender Gap in Belonging Contributes to the Gender Gap in Physics Participation   
J.G. Stout, T.A. Ito, N.D. Finkelstein & S.J. Pollock


Investigating inconsistencies in student reasoning approaches  
M. Kryjevskaia and M.R. Stetzer


Impacts of curricular change: 8 years of conceptual survey data from introductory physics  
S. J. Pollock and N. Finkelstein


Physics career intentions: The effect of physics identity, math identity, and gender
R. M. Lock, Z. Hazari, and G. Potvin


Using scientists' notebooks to foster authentic scientific practices  
L. J. Atkins and I. Y. Salter


2011

Understanding the Variable Effect of Course Innovations on Student
Learning   
H. Iverson


Student interpretation of definite integrals at the math-physics interface  
R. Bajracharya, T.M. Wemyss, and J.R. Thompson


Using Artifact Methodology to Compare Learning Assistants' and Colleagues' Classroom Practices  
S. Barr, M. J. Ross, and V. Otero


Student Views of Similarity between Math and Physics Problems   
D. McBride


Context Dependence of Teacher Practices in Middle School Science   
N. Podolefsky and K.K. Perkins


Intuitive ontologies for energy in physics   
R.E. Scherr, H. G. Close, S. B. McKagan


Changing Roles and Identities in a Teacher-Driven Professional Development Community  
B. Van Dusen and V. Otero


2010

Who Becomes a Physics Major? A Long-term Longitudinal Study Examining the Roles of Pre-college Beliefs about Physics and Learning Physics, Interest, and Academic Achievement  
K. K. Perkins and M. Gratny


Development and evaluation of large-enrollment, active-learning physical science curriculum  
F. Goldberg, E. Price, D. Harlow, S. Robinson, R. Kruse, M. McKean


Instructional explanations as an interface - the role of explanatory primitives  
S. Kapon and A. A. diSessa


The use of concept tests and peer instruction in upper-division physics  
S.J. Pollock, S.V. Chasteen, M. Dubson, K.K. Perkins


Addressing Student Difficulties with Statistical Mechanics: The Boltzmann Factor  
T. I. Smith, J. R. Thompson, and D. B. Mountcastle


Physics Teacher Characteristics and Classroom Practices  
M. S. Taylor and J. A. Phillips