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Preliminary investigation of instructor effects on gender gap in introductory physics
Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement (IE) techniques. In two of the IE course sections, however, the gains of female students were comparable to those of male students. Classroom observations of the course sections involved were made over an extended period. In this paper, we characterize the observed instructor-student interactions using a framework from educational psychology referred to as wise schooling. Results suggest that instructor practices affect differential learning, and that wise schooling techniques may constitute an effective strategy for promoting gender equity in the physics classroom.
Physical Review Special Topics - Physics Education Research: Volume 8, Issue 1, Pages 010120
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=12003">Kreutzer, Kimberley, and Andrew Boudreaux. "Preliminary investigation of instructor effects on gender gap in introductory physics." Phys. Rev. ST Phys. Educ. Res. 8, no. 1, (May 4, 2012): 010120.</a>
AIP Format
K. Kreutzer and A. Boudreaux, , Phys. Rev. ST Phys. Educ. Res. 8 (1), 010120 (2012), WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830).
AJP/PRST-PER
K. Kreutzer and A. Boudreaux, Preliminary investigation of instructor effects on gender gap in introductory physics, Phys. Rev. ST Phys. Educ. Res. 8 (1), 010120 (2012), <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830>.
APA Format
Kreutzer, K., & Boudreaux, A. (2012, May 4). Preliminary investigation of instructor effects on gender gap in introductory physics. Phys. Rev. ST Phys. Educ. Res., 8(1), 010120. Retrieved October 11, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830
Chicago Format
Kreutzer, Kimberley, and Andrew Boudreaux. "Preliminary investigation of instructor effects on gender gap in introductory physics." Phys. Rev. ST Phys. Educ. Res. 8, no. 1, (May 4, 2012): 010120, https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830 (accessed 11 October 2024).
MLA Format
Kreutzer, Kimberley, and Andrew Boudreaux. "Preliminary investigation of instructor effects on gender gap in introductory physics." Phys. Rev. ST Phys. Educ. Res. 8.1 (2012): 010120. 11 Oct. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830>.
BibTeX Export Format
@article{
Author = "Kimberley Kreutzer and Andrew Boudreaux",
Title = {Preliminary investigation of instructor effects on gender gap in introductory physics},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {8},
Number = {1},
Pages = {010120},
Month = {May},
Year = {2012}
}
Refer Export Format
%A Kimberley Kreutzer %A Andrew Boudreaux %T Preliminary investigation of instructor effects on gender gap in introductory physics %J Phys. Rev. ST Phys. Educ. Res. %V 8 %N 1 %D May 4, 2012 %P 010120 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830 %O application/pdf
EndNote Export Format
%0 Journal Article %A Kreutzer, Kimberley %A Boudreaux, Andrew %D May 4, 2012 %T Preliminary investigation of instructor effects on gender gap in introductory physics %J Phys. Rev. ST Phys. Educ. Res. %V 8 %N 1 %P 010120 %8 May 4, 2012 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12003&DocID=2830 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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