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Race and gender differences in how sense of belonging influences decisions to major in STEM

International journal of STEM education, 2018-04, Vol.5 (1), p.10-14, Article 10

2018

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What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors

PloS one, 2021-02, Vol.16 (2), p.e0247544-e0247544

2021

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Use of Research-Based Instructional Strategies in Introductory Physics: Where Do Faculty Leave the Innovation-Decision Process?

Physical review special topics. Physics education research, 2012-07, Vol.8 (2), p.020104-1, Article 020104

2012

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Barriers to the Use of Research-Based Instructional Strategies: The Influence of Both Individual and Situational Characteristics

Physical review special topics. Physics education research, 2007-09, Vol.3 (2), p.020102, Article 020102

2007

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A National Snapshot of Introductory Chemistry Instructors and Their Instructional Practices

Journal of chemical education, 2024-04, Vol.101 (4), p.1457-1468

2024

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How Faculty Learn about and Implement Research-Based Instructional Strategies: The Case of Peer Instruction

Physical review. Physics education research, 2016-01, Vol.12 (1), p.010110-1, Article 010110

2016

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How well-intentioned white male physicists maintain ignorance of inequity and justify inaction

International Journal of STEM Education, 2023-12, Vol.10 (1), p.45-29, Article 45

2023

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Undergraduates’ awareness of White and male privilege in STEM

International journal of STEM education, 2020-10, Vol.7 (1), p.1-17, Article 52

2020

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A descriptive study of race and gender differences in how instructional style and perceived professor care influence decisions to major in STEM

International journal of STEM education, 2019-02, Vol.6 (1), p.1-13, Article 6

2019

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Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses

International journal of STEM education, 2022-02, Vol.9 (1), p.1-23, Article 15

2022

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Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations

American journal of physics, 2008, Vol.76 (1), p.79-91

2008

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Racism, sexism and disconnection: contrasting experiences of Black women in STEM before and after transfer from community college

International journal of STEM education, 2022-02, Vol.9 (1), p.1-21, Article 20

2022

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Framework for Transforming Departmental Culture to Support Educational Innovation

Physical review. Physics education research, 2016-02, Vol.12 (1), p.010113, Article 010113

2016

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Perceived Affordances and Constraints Regarding Instructors' Use of Peer Instruction: Implications for Promoting Instructional Change

Physical review. Physics education research, 2016-02, Vol.12 (1), p.010116, Article 010116

2016

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Impact of physics education research on the teaching of introductory quantitative physics in the United States

Physical review special topics. Physics education research, 2009-12, Vol.5 (2), p.020107, Article 020107

2009

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Faculty Online Learning Communities: A Model for Sustained Teaching Transformation

Physical review. Physics education research, 2019-12, Vol.15 (2), p.020147, Article 020147

2019

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Diffusion of research-based instructional strategies: the case of SCALE-UP

International journal of STEM education, 2014-11, Vol.1 (1), p.10-10, Article 10

2014

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Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

International journal of STEM education, 2021-02, Vol.8 (1), p.17-17, Article 17

2021

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Pedagogical practices and instructional change of physics faculty

American journal of physics, 2010-10, Vol.78 (10), p.1056-1063

2010

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Assessment of Teaching Effectiveness: Lack of Alignment between Instructors, Institutions, and Research Recommendations

Physical review special topics. Physics education research, 2014-02, Vol.10 (1), p.010106, Article 010106

2014

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Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation

International journal of STEM education, 2024-12, Vol.11 (1), p.10-21, Article 10

2024

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Enabling and Challenging Factors in Institutional Reform: The Case of SCALE-UP

Physical review. Physics education research, 2016-01, Vol.12 (1), p.010103-1, Article 010103

2016

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A comparison of student evaluations of instruction vs. students' conceptual learning gains

American journal of physics, 2018-07, Vol.86 (7), p.531-535

2018

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Association of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physics

Frontiers in education (Lausanne), 2022-11, Vol.7

2022

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Framework for Articulating Instructional Practices and Conceptions

Physical review special topics. Physics education research, 2007-01, Vol.3 (1), p.010103, Article 010103

2007

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Race and gender differences in how sense of belonging influences decisions to major in STEM

What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors

Use of Research-Based Instructional Strategies in Introductory Physics: Where Do Faculty Leave the Innovation-Decision Process?

Barriers to the Use of Research-Based Instructional Strategies: The Influence of Both Individual and Situational Characteristics

A National Snapshot of Introductory Chemistry Instructors and Their Instructional Practices

How Faculty Learn about and Implement Research-Based Instructional Strategies: The Case of Peer Instruction

How well-intentioned white male physicists maintain ignorance of inequity and justify inaction

Undergraduates’ awareness of White and male privilege in STEM

A descriptive study of race and gender differences in how instructional style and perceived professor care influence decisions to major in STEM

Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses

Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations

Racism, sexism and disconnection: contrasting experiences of Black women in STEM before and after transfer from community college

Framework for Transforming Departmental Culture to Support Educational Innovation

Perceived Affordances and Constraints Regarding Instructors' Use of Peer Instruction: Implications for Promoting Instructional Change

Impact of physics education research on the teaching of introductory quantitative physics in the United States

Faculty Online Learning Communities: A Model for Sustained Teaching Transformation

Diffusion of research-based instructional strategies: the case of SCALE-UP

Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

Pedagogical practices and instructional change of physics faculty

Assessment of Teaching Effectiveness: Lack of Alignment between Instructors, Institutions, and Research Recommendations

Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation

Enabling and Challenging Factors in Institutional Reform: The Case of SCALE-UP

A comparison of student evaluations of instruction vs. students' conceptual learning gains

Association of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physics

Framework for Articulating Instructional Practices and Conceptions

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