2017

Student Interpretations of Partial Derivatives
P. J. Emigh and C. A. Manogu

The Invention Coach: A computer-based environment that supports the transfer of STEM concepts
M. Lamnina, H. Connolly, and V. Aleven

Differences between the SCALE-UP model and instructors' perceptions of implementation
B. Zamarripa Roman, C. M. Doty, M. Wilcox, N. Klinger, J. W. T. Pond, J. S. Von Korff, and J. J. Chini

Investigating Physics Faculty's Reasoning about Inequities in Undergraduate Physics Education
C. Turpen, A. Little, and V. Sawtelle

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