相关论文: The Impact of Learning Assistants on Inequities in…

This study investigated whether and how Learning Assistant (LA) support is linked to student outcomes in Physics courses nationwide. Paired student concept inventory scores were collected over three semesters from 3,753 students,…

Creating equitable performance outcomes among students is a focus of many instructors and researchers. One focus of this effort is examining disparities in physics student performance across genders, which is a well-established problem.…

This study investigates how faculty, student, and course features are linked to student outcomes in Learning Assistant (LA) supported courses. Over 4,500 students and 17 instructors from 13 LA Alliance member institutions participated in…

A central goal of the Learning Assistant (LA) model is to improve students' learning of science through the transformation of instructor practices. There is minimal existing research on the impact of college physics instructor experiences…

The Learning Assistant (LA) model supports instructors in implementing research-based teaching practices in their own courses. In the LA model, undergraduate students are hired to help facilitate research-based collaborative-learning…

Many STEM degrees require passing an introductory physics course. Physics courses often have high failure rates that may disproportionately harm students who are marginalized by racism, sexism, and classism. We examined the associations…

Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement…

This study investigates differences in student responses to in-class and online administrations of the Force Concept Inventory (FCI), Conceptual Survey of Electricity and Magnetism (CSEM), and the Colorado Learning Attitudes about Science…

Physics education research has consistently shown that students have higher learning outcomes when enrolled in active learning courses. However, while there is a lot of literature describing the difference between the two extremes of…

We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of…

Measuring student learning is a complicated but necessary task for understanding the effectiveness of instruction and issues of equity in college STEM courses. Our investigation focused on the implications on claims about student learning…

We have analyzed the impact of taking an associated lab course on the scores on final exam questions in two large introductory physics courses. Approximately a third of the students who completed each course also took an accompanying…

Students who serve as Learning Assistants (LAs) and have the opportunity to teach the content they are learning, while also studying effective teaching pedagogy, have demonstrated achievement gains in advanced content courses and positive…

While it is well known which curricular practices can improve student performance on measures of conceptual understanding, the sustaining of these practices and the role of faculty members in implementing these practices are less well…

Student beliefs in introductory physics courses can influence their course outcomes and retention in STEM disciplines and future career aspirations. This study used survey data from 501 students in the first of two-semester algebra-based…

Aggregation of Asian student data can reinforce the model minority myth by obscuring educational disparities among Asian student subgroups. This study investigated variation in conceptual physics knowledge across Asian racial and ethnic…

Studies examining gender differences in introductory physics show a consensus when it comes to a gender gap on conceptual assessments; however, the story is not as clear when it comes to differences in gendered performance on exams. This…

Student performance of virtual introductory physics class (calculus-based mechanics) is analyzed. A fully web-enhanced class was done synchronously. The analysis is done in two categories, averaging all mid-exams (or chapter exams) and…

Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics education research based pedagogical techniques in flipped and…

In this study, we adapt prior identity framework to investigate the effect of learning environment (including perceived recognition, peer interaction and sense of belonging) on students' physics self-efficacy, interest and identity by…