Both middle school students and preservice science teachers have difficulty correctly identifying relative sizes and distances of astronomical objects.

Physics education research curricula do not generally align with the Universal Design for Learning framework and may be missing opportunities to more fully support the needs of all students.

Learning physics helps students develop the ability to quantitatively express relationships between quantities that transfers to other contexts.

Physics education research curricula do not generally align with the Universal Design for Learning framework and may be missing opportunities to more fully support the needs of all students.

When provided with appropriate professional development, K-12 teachers are capable of doing science research and implementing authentic science in their classrooms.

An item-level analysis of the Force and Motion Conceptual Evaluation and Conceptual Survey of Electricity and Magnetism instruments shows that there are relatively few items that show gender unfairness.

A comparison of methods for scoring assessment instruments composed of two-tier multiple choice items.

Development and validation of a 48-item multiple choice test to study representational fluency on the topic of linear functions.

The Lawson classroom test of scientific reasoning appears to be valid for assessing the unidimensional construct of scientific reasoning, but should be used with caution for assessing reasoning subskills.

Network centrality of students in a course-related online forum is a better predictor of course grade than non-network measures such as number of posts.

Both middle school students and preservice science teachers have difficulty correctly identifying relative sizes and distances of astronomical objects.

Learning physics helps students develop the ability to quantitatively express relationships between quantities that transfers to other contexts.

Computer adaptive testing shows promise for formative evaluations, but current algorithms are not sufficient for summative evaluations.

Desired emotional states, such as engagement, grit, and perseverance, must be constructed by students and can be supported by interpersonal and environment supports.

The benefits of student collaboration in upper-division physics courses are not automatically transferred to exam performance, but rather depends on the structure of the course and exams.

Empirical evidence that the careful design of an intervention based on gender research and science identity theory can support young women’s physics identity development.

Female students experience significantly lower self-efficacy than males for physics problem solving even though performance does not differ with gender.

Research and development of guided-inquiry instruction that helps students successfully apply vector calculus in the context of electrodynamics.

A new technique for quantifying student learning using responses to a single Peer Instruction style question.

Few introductory electricity and magnetism students develop a coherent picture of field theory and, thus, are unable to use field theory to correctly predict relevant physical phenomena.

Towards the development of assessment tools to measure students’ model-based reasoning in the context of upper-division optics and electronics labs.

Female students who agree that women do worse in physics than men have lower conceptual inventory scores than female students who disagree with this stereotype.

Teaching assistants might not recognize value of common types of assessment items, including multiple-choice and context-rich problems.

Many upper-division physics students do not developed a robust conceptual understanding of the functionality of bipolar junction transistor circuits in a typical electronics course.

Towards a model of student sensemaking that can inform the creation of more effective learning environments.

Female students in introductory physics have significantly lower self-efficacy than similarly performing male students; this self-efficacy gap increases after instruction.

Undergraduate research experiences influenced physics student participation within the community of practice of physics researchers.

Physicists are stereotyped as highly intelligent, not at all warm and friendly, and as working in a field that is very difficult and does not value helping others.

Junior-level physics students have many difficulties with boundary conditions, including evaluating the physical reasonableness of their calculated results for reflected and transmitted coefficients

Development and validation of a conceptual assessment to measure undergraduate students’ understanding of the physics principles behind simple acoustic devices.

The development and testing of a sequence of three tutorials focused on quantum measurements and time dependence.

Most physics faculty report using computation on homework and in projects, but few report using computation with interactive engagement methods in the classroom or on exams.

Evaluating the test of understanding of vectors for use with undergraduate engineering students in Croatia.