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Results #1-#10 of 86
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1.
Complex Interactions between Formative Assessment, Technology, and Classroom Practices
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E. Price, PERC 2011 Proceedings, 59-62.
Interactive engagement (IE) methods provide instructors with evidence of student thinking that can guide instructional decisions across a range of timescales: facilitating an…
https://www.per-central.org/document/ServeFile.cfm?ID=11812&DocID=2662
2.
Designing a physics learning environment: A holistic approach
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D. Brookes and Y. Lin, PERC 2011 Proceedings, 131-134.
Physics students enter our classroom with significant learning experiences and learning goals that are just as important as their prior knowledge. Consequently, they have…
https://www.per-central.org/document/ServeFile.cfm?ID=11830&DocID=2680
3.
The use of PDAs as classroom interaction system: Instructors' perspective
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E. Corpuz, M. Corpuz, and M. Moriarty, PERC 2011 Proceedings, 155-158.
We have been implementing a web-based interaction system in which students use personal digital assistants (PDAs) to interact with their instructor in their physics/physical science…
https://www.per-central.org/document/ServeFile.cfm?ID=11834&DocID=2684
4.
Teaching assistant-student interactions in a modified SCALE-UP classroom
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G. DeBeck and D. Demaree, PERC 2011 Proceedings, 167-170.
In the spring term of 2010, Oregon State University (OSU) began using a SCALE-UP style classroom in the instruction of the introductory calculus-based physics series. Instruction in…
https://www.per-central.org/document/ServeFile.cfm?ID=11838&DocID=2689
5.
The construction of different classroom norms during Peer Instruction: Students perceive differences
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C. Turpen and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020123 (2010).
This paper summarizes variations in instructors’ implementation practices during Peer Instruction (PI) and shows how these differences in practices shape different norms of classroom…
https://doi.org/10.1103/PhysRevSTPER.6.020123
6.
Turn to Your Neighbor: The Official Peer Instruction Blog
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Editor: J. Schell; Publisher: J. Schell -
Online Resource
This blog contains articles about Peer Instruction and related student-centered learning approaches written by researchers, developers, and users of these methods. The articles are…
https://peerinstruction.wordpress.com/
7.
Diversity of Faculty Practice in Workshop Classrooms
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S. Franklin and T. Chapman, PERC 2012 Proceedings, 130-133.
We present a temporally fine-grained characterization of faculty practice in workshop-style introductory physics courses. Practice is binned in five minute intervals and coded…
https://www.per-central.org/document/ServeFile.cfm?ID=12791&DocID=3326
8.
Changing classroom designs: Easy; Changing instructors' pedagogies: Not so easy...
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N. Lasry, E. Charles, C. Whittaker, H. Dedic, and S. Rosenfield, PERC 2012 Proceedings, 238-241.
Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when instructors adopt the classroom but not…
https://www.per-central.org/document/ServeFile.cfm?ID=12822&DocID=3355
9.
Conditions for building a community of practice in an advanced physics laboratory
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P. Irving and E. Sayre, Phys. Rev. ST Phys. Educ. Res.,
10
(1), 010109 (2014).
We use the theory of communities of practice and the concept of accountable disciplinary knowledge to describe how a learning community develops in the context of an upper-division…
https://doi.org/10.1103/PhysRevSTPER.10.010109
10.
How personal effort, student interactions, and instructor support relate to physics student satisfaction
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J. Gaffney and A. Gaffney, PERC 2015 Proceedings, 119-122.
We administered the Pedagogical Expectancy Violation Assessment (PEVA), a survey that provides information about students’ expectations, experiences, and attitudes pertaining to…
https://www.per-central.org/document/ServeFile.cfm?ID=13851&DocID=4269
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Results #1-#10 of 86
