Materials Similar to Students' use of disability accommodations in emergency remote teaching
- 67%: Understanding the student experience with emergency remote teaching
- 49%: Beyond Disability as Weakness: Perspectives from Students with Disabilities
- 43%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
- 40%: Teaching to Learn: iPads as Tools for Transforming Physics Student Roles
- 40%: Hidden walls: STEM course barriers identified by students with disabilities
- 40%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
- 39%: Investigating Student Learning with Accessible Interactive Physics Simulations
- 39%: Increasing the accessibility of PhET Simulations for students with disabilities: Progress, challenges, and potential
- 38%: Exploring Learner Variability: Experiences of Students with Cognitive Disabilities in Postsecondary STEM
- 36%: Students as Co-creators: the Development of Student Learning Networks in PeerWise
- 35%: Teaching assistant-student interactions in a modified SCALE-UP classroom
- 35%: Apples vs. Oranges: Comparison of Student Performance in a MOOC vs. a Brick-and-Mortar Course
- 35%: Investigating potential influences of graduate teaching assistants on students’ sense of belonging in introductory physics labs
- 35%: Physics students' reactions to an abrupt shift in instruction during the COVID-19 pandemic
- 35%: College faculty support for grade 7-12 teaching careers: survey results and comparisons to student perceptions
- 34%: Teaching about Inequity: Shifts in Student Views about Diversity in Physics
- 34%: A tale of two guessing strategies: interpreting the time students spend solving problems through online log data
- 33%: The Initial State of Students Taking an Introductory Physics MOOC