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ADH… Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography
written by Kaleigh I. Salty, Chou E. Asteria, and Eleanor W. Close
The prevalence of Attention-Deficit / Hyperactivity Disorder (ADHD) diagnoses has increased in the last two decades thanks to greater mental health awareness and access to mental health care. The number of students diagnosed with ADHD entering colleges and universities is also increasing, yet scholarship around effective pedagogical methods that cater to this population's strengths is severely lacking and remains largely deficit focused. After struggling to find published work on the experiences of adult physics students with ADHD, we set out to conduct our own research. Through our collaborative autoethnographic investigation we discovered that active learning environments such as those supported by the Learning Assistant (LA) Model cater to ADHD students' strengths due to their flexibility and adaptability to unique ways of thinking and processing. Furthermore, we found that these students' success was bolstered by the pedagogical and cultural changes in the department brought on by the adoption of the LA Program's evidence-based and equity-focused philosophy.
Physics Education Research Conference 2022
Part of the PER Conference series
Grand Rapids, MI: July 13-14, 2022
Pages 407-412
Subjects Levels Resource Types
Education Foundations
- Assessment
= Methods
- Sample Population
= Special Need
- Societal Issues
= Cultural Issues
- Student Characteristics
= Ability
= Affect
Education Practices
- Active Learning
- Classroom Management
- Learning Environment
- Graduate/Professional
- Upper Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
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- application/pdf
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Mirror:
https://doi.org/10.1119/perc.2022…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2022.pr.Salty
Keyword:
PERC 2022
Record Creator:
Metadata instance created September 7, 2022 by Lyle Barbato
Record Updated:
December 15, 2023 by Lyle Barbato
Last Update
when Cataloged:
September 15, 2022
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Record Link
AIP Format
K. Salty, C. Asteria, and E. Close, , presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16268&DocID=5637).
AJP/PRST-PER
K. Salty, C. Asteria, and E. Close, ADH… Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography, presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16268&DocID=5637>.
APA Format
Salty, K., Asteria, C., & Close, E. (2022, July 13-14). ADH… Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography. Paper presented at Physics Education Research Conference 2022, Grand Rapids, MI. Retrieved July 20, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16268&DocID=5637
Chicago Format
Salty, K, C. Asteria, and E. Close. "ADH… Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography." Paper presented at the Physics Education Research Conference 2022, Grand Rapids, MI, July 13-14, 2022. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16268&DocID=5637 (accessed 20 July 2024).
MLA Format
Salty, Kaleigh I., Chou E. Asteria, and Eleanor Close. "ADH… Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography." Physics Education Research Conference 2022. Grand Rapids, MI: 2022. 407-412 of PER Conference. 20 July 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16268&DocID=5637>.
BibTeX Export Format
@inproceedings{ Author = "Kaleigh I. Salty and Chou E. Asteria and Eleanor Close", Title = {ADH… Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography}, BookTitle = {Physics Education Research Conference 2022}, Pages = {407-412}, Address = {Grand Rapids, MI}, Series = {PER Conference}, Month = {July 13-14}, Year = {2022} }
Refer Export Format

%A Kaleigh I. Salty %A Chou E. Asteria %A Eleanor Close %T ADH... Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography %S PER Conference %D July 13-14 2022 %P 407-412 %C Grand Rapids, MI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16268&DocID=5637 %O Physics Education Research Conference 2022 %O July 13-14 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Salty, Kaleigh I. %A Asteria, Chou E. %A Close, Eleanor %D July 13-14 2022 %T ADH... Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography %B Physics Education Research Conference 2022 %C Grand Rapids, MI %P 407-412 %S PER Conference %8 July 13-14 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16268&DocID=5637


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