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Results #1-#10 of 90
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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
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
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
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
The Effects of Student Input on Homework Completion and Student Performance 
  
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A. Grimes and V. Otero, PERC 2013 Proceedings, 19-22.
Research has shown that student input and autonomy are positively correlated to motivation and agency. This study investigates the effect of student input on classroom procedures on…
https://www.per-central.org/document/ServeFile.cfm?ID=13075&DocID=3620
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
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
Cultural toolkits in the urban physics learning community 
  
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M. Sabella and A. Van Duzor, PERC 2012 Proceedings, 34-37.
Chicago State University has been involved in curriculum development, teacher preparation, and education research that targets urban physics learners on the south-side of Chicago.…
https://www.per-central.org/document/ServeFile.cfm?ID=12932&DocID=3524
Instructional changes based on cogenerative physics reform 
  
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N. Samuels, E. Brewe, and L. Kramer, PERC 2012 Proceedings, 38-41.
We describe changes in a physics teacher's pedagogy and cultural awareness that resulted from her students' involvement in reforming their classroom. For this case study, we examined…
https://www.per-central.org/document/ServeFile.cfm?ID=12933&DocID=3525
Physical Review Special Topics - Physics Education Research
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
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Results #1-#10 of 90