A special collection highlighting the current state of the field of physics education research as it relates to preparing and supporting physics educators at colleges and universities. [Editorial]
A special collection highlighting the current state of the field of physics education research as it relates to preparing and supporting physics educators at colleges and universities. [Editorial]
Participation in a learning assistant program supports both stronger physics student and instructor identity, and reconciles these into a coherent integrated physics identity.
Faculty generally modify specific instructional strategies and may modify out essential components.
When students interact with children in after-school programs, they display three main pedagogical modalities: instruction, consultation, and participation.
To effectively propagate instructional strategies, developers should interact with users during development and dissemination and support adopters.
A research-based framework for promoting institutional change in higher education.
Validated framework examines how physics teaching assistants talk about and engage in physics teaching.
Faculty are interested in using research-based assessments of their students’ learning, but want practical help, community and expert advice, and comparisons to others’ results.
Faculty choose to use Peer Instruction because it is not lecture, and because they have had positive experiences with it.
Learning assistants practice physics pedagogy in a highly immersive mixed-reality classroom simulator.
