A calculus-based introductory physics course with an energy-first curriculum improves student learning and has lasting benefits for students entering with lower math ability.

The level and pace of introductory physics is often targeted towards the better prepared students; adjusting the course level to better match the preparation of less prepared students might improve their performance while having minimal impact on the learning of the best prepared.

The critical physics identity framework is applied to deconstruct the factors that influence physics identity for a sample of undergraduate, graduate, and professional black physicists.

In certain contexts, student ideas about mechanical wave propagation that have formerly been reported as difficulties can be viewed as resources that are consistent with formal physics.

Many undergraduate quantum mechanics students give intuitively appealing, but incorrect responses to quantum problems even though they are familiar with the formalism for determining quantum probabilities and are proficient with complex numbers.

Development of a framework to guide research and teaching of undergraduate physics that incorporates computation.

A description of the ontological assumptions, epistemological commitments, and methodological implications for three basic genres of quantitative research.

Using focus group and interview data from quantitative PER experts to identify areas of improvement, the authors examine to what extent these issues exist in published PER work.

The process of encoding data plays an essential role in the subsequent analysis, yet many authors provide little information about how their data were encoded.

The importance of publishing null results in physics education research.

Students with greater numbers of outgoing interactions express less anxiety about physics and certain grouping strategies might support decreased anxiety.

Comparisons between analyses using complete cases and multiple imputation show that researchers can make qualitatively different conclusions in quantitative research studies.

Modeled responses to the Conceptual Survey in Electricity and Magnetism demonstrate that a wider variety of conceptual ideas are present than discussed in the original design.

Hierarchal linear modeling is argued to often be a better analytic technique than single-level models.

Long-term implications from quantitative education data can be inferred using short-term data through regression-corrected grouping.

Education research data often do not meet the assumptions for linear regression models; other analysis models must be used.

Rasch modeling may facilitate better quantitative physics education instrument development and use.

Two cluster analysis methods applied to highlight researcher choices in how each method impacts results.

Many students in introductory calculus- and algebra-based physics courses do not possess fluency in translating between graphical and symbolic representations.

The level and pace of introductory physics is often targeted towards the better prepared students; adjusting the course level to better match the preparation of less prepared students might improve their performance while having minimal impact on the learning of the best prepared.

The critical physics identity framework is applied to deconstruct the factors that influence physics identity for a sample of undergraduate, graduate, and professional black physicists.

Graph slope is an easier concept than the area under the graph for both physics and non-physics students; physics students outperform economics students in both physics and economics contexts.

AP physics exam scores are a weak measure of the level of physics understanding one would expect from an introductory university physics course.

Almost all students take conceptual inventory surveys seriously.

Receiving positive recognition by the course instructor and teaching assistant as someone who is good at physics is particularly important for women and supports their sense of belonging and self-efficacy.

Machine learning techniques can accurately predict student course outcomes in introductory physics.

It is useful to move away from a deficit view of students’ attitudes and beliefs in order to make physics more relevant for all students.

Modified module analysis is applied to the Force Concept Inventory to understand the structure of the incorrect answers.

Secondary physics students can learn to productively use event diagrams as a reasoning tool to think about light propagation.

Introducing representational transformation diagrams to show the steps involved in a problem-solving process; a tool for researchers and instructors.

An in-depth investigation to identify cognitive resources upper division physics students use to reason about unit vectors, position vectors, and velocity vectors in polar coordinates.

A calculus-based introductory physics course with an energy-first curriculum improves student learning and has lasting benefits for students entering with lower math ability.

In certain contexts, student ideas about mechanical wave propagation that have formerly been reported as difficulties can be viewed as resources that are consistent with formal physics.

Development and validation of a survey of students’ conceptual knowledge of the formalism and postulates of undergraduate quantum mechanics.

Female students value engaging in the use of drawings and scratchwork while problem solving more than male students.

Articulating the distinction between the technical and structural roles of mathematics in physics; implications for postsecondary physics instruction.

Physics problems investigated in professional workplaces go beyond textbook problems typically studied in PER; it is important for PER to include the demands of these workplaces in studies related to problem solving in physics instruction.

Physics students in a second semester course where they experienced extensive use of cross products and right-hand rule still have significant difficulties applying correct techniques to determine the direction of a cross product.

Exploratory factor analysis shows that the Brief Electricity and Magnetism Assessment and Conceptual Survey of Electricity and Magnetism measure student understanding of the same major concepts of electricity and magnetism in similar manners.

The light interference test is designed to measure undergraduate students’ conceptual understanding of light interference in physical optics.

Force Concept Inventory gains are maintained by introductory physics students for at least three months post instruction.

Physics students are more likely to make errors in the activation or construction of multivariable integration in middle-division classical mechanics and upper-division magnetostatics than procedural errors in the integration process.

The extent to which a student perceives that a parent, teacher, or peer sees them as a “physics person” is more important than that of interest in physics for physics identity development and career choice.

A problem-based learning sequence that helps high school students successfully reason about atomic spectra.

Many undergraduate quantum mechanics students give intuitively appealing, but incorrect responses to quantum problems even though they are familiar with the formalism for determining quantum probabilities and are proficient with complex numbers.

After completing the first major assignment in a massive open online course, students do not drop out due to lack of motivation; rather, they likely drop out due to competing obligations in their day-to-day life.

The Force Concept Inventory and Force and Motion Conceptual Evaluation provide complementary information about the student understanding of forces.

Undergraduate students feel satisfaction when physics helps them make sense of phenomena previously encountered in a biology or chemistry course.

Even though experts agree that introductory physics for life sciences course syllabi should contain interdisciplinary language, actual course syllabi rarely do.

Undergraduate quantum mechanics students’ lack of confidence in the identification of eigenvalues and their associated probabilities lead them to use plug and chug problem solving methods.

Class performance on online administered research-based assessments is comparable to paper-based administrations of the same assessments.

Three types of framing errors help to explain the underlying structure of student difficulties in quantum mechanics.

An online learning community can help faculty adapt research-based instructional strategies to their own educational settings and promote sustained reform.

Students’ perception about whether others see them as a physics person plays an important role in their physics identity; female students in calculus-based introductory physics are less likely to report feeling recognized as a physics person than male students.

All short and long versions of the Brief Electricity and Magnetism Assessment and the Conceptual Survey of Electricity and Magnetism can be used interchangeably after appropriate scale transformations.

Predictions about students’ course grades can be made on the basis of social network data, allowing time for instructors to enact interventions that promote student engagement and likelihood of success.

Partial credit grading of the Force Concept Inventory allows instructors to more accurately measure the growth of their students over the course of instruction.

Development of a framework to guide research and teaching of undergraduate physics that incorporates computation.

Students think that physics graduate admissions criteria of personal statements, prior research experiences, publications, and familiarity with department are significantly more important than do faculty.