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Rethinking the Relationship between Instructors and Physics Education Researchers

Physical review. Physics education research, 2020-12, Vol.16 (2), p.020151, Article 020151

2020

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Analyzing Identity Trajectories within the Physics Community

Physical Review Physics Education Research, 2022-10, Vol.18 (2), p.020125, Article 020125

2022

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Exploring the Entanglement of Personal Epistemologies and Emotions in Students' Thinking

Physical review. Physics education research, 2018-05, Vol.14 (1), p.010129, Article 010129

2018

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Did the Framework for K‐12 Science Education trample itself? A reply to “Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards”

Journal of research in science teaching, 2019-04, Vol.56 (4), p.518-520

Elby, Andrew

2019

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Assessing Mathematical Sensemaking in Physics through Calculation-Concept Crossover

Physical review. Physics education research, 2020-07, Vol.16 (2), p.020109, Article 020109

2020

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Epistemological Resources: Applying a New Epistemological Framework to Science Instruction

Educational psychologist, 2004-01, Vol.39 (1), p.57-68

2004

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Rethinking the Division of Labor between Tutorial Writers and Instructors with Respect to Fostering Equitable Team Dynamics

Physical review. Physics education research, 2020-12, Vol.16 (2), p.020142, Article 020142

2020

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Mathematical Sense-Making in Quantum Mechanics: An Initial Peek

Physical review. Physics education research, 2017-12, Vol.13 (2), p.020141, Article 020141

2017

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Connecting Self-Efficacy and Views about the Nature of Science in Undergraduate Research Experiences

Physical review. Physics education research, 2016-11, Vol.12 (2), p.020140, Article 020140

2016

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Splits in students’ beliefs about learning classical and quantum physics

International journal of STEM education, 2019-09, Vol.6 (1), p.1-16, Article 31

2019

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Interactions between Disciplinary Practice and Joint Work in Undergraduate Physics Research Experiences

Physical review. Physics education research, 2018-12, Vol.14 (2), p.020124, Article 020124

Quan, Gina M

2018

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Sophisticated Epistemologies of Physics versus High-Stakes Tests: How Do Elite High School Students Respond to Competing Influences about How to Learn Physics?

Physical review. Physics education research, 2016-02, Vol.12 (1), p.010118, Article 010118

2016

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Problem-Solving Rubrics Revisited: Attending to the Blending of Informal Conceptual and Formal Mathematical Reasoning

Physical review special topics. Physics education research, 2013-02, Vol.9 (1), p.010105, Article 010105

2013

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How Substance-Based Ontologies for Gravity Can Be Productive: A Case Study

Physical review special topics. Physics education research, 2014-04, Vol.10 (1), p.010113, Article 010113

2014

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Defining Personal Epistemology: A Response to Hofer & Pintrich (1997) and Sandoval (2005)

The Journal of the learning sciences, 2009-01, Vol.18 (1), p.138-149

Elby, Andrew

2009

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Beyond Epistemological Deficits: Dynamic explanations of engineering students' difficulties with mathematical sense-making

International journal of science education, 2011-12, Vol.33 (18), p.2463-2488

2011

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Supporting the Narrative Agency of a Marginalized Engineering Student

Journal of engineering education (Washington, D.C.), 2018-04, Vol.107 (2), p.186-218

2018

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The tension between pattern‐seeking and mechanistic reasoning in explanation construction: A case from Chinese elementary science classroom

Science education (Salem, Mass.), 2020-11, Vol.104 (6), p.1071-1099

2020

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Zooming Out from the Struggling Individual Student: An Account of the Cultural Construction of Engineering Ability in an Undergraduate Programming Class

Journal of engineering education (Washington, D.C.), 2018-01, Vol.107 (1), p.56-86

2018

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Marginalized Identities of Sense-Makers: Reframing Engineering Student Retention

Journal of engineering education (Washington, D.C.), 2014-01, Vol.103 (1), p.8-44

2014

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Tutorial Teaching Assistants in the Classroom: Similar Teaching Behaviors Are Supported by Varied Beliefs about Teaching and Learning

Physical review special topics. Physics education research, 2010-04, Vol.6 (1), p.010105, Article 010105

2010

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Helping physics students learn how to learn

American journal of physics, 2001-07, Vol.69 (S1), p.S54-S64

Elby, Andrew

2001

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Accounting for tutorial teaching assistants’ buy-in to reform instruction

Physical review special topics. Physics education research, 2009-12, Vol.5 (2), Article 020109

2009

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Why Ideology Matters for Learning: A Case of Ideological Convergence in an Engineering Ethics Classroom Discussion on Drone Warfare

The Journal of the learning sciences, 2018-01, Vol.27 (2), p.183-223

2018

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Respecting Tutorial Instructors' Beliefs and Experiences: A Case Study of a Physics Teaching Assistant

Physical review special topics. Physics education research, 2010-12, Vol.6 (2), p.020125, Article 020125

2010

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Rethinking the Relationship between Instructors and Physics Education Researchers

Analyzing Identity Trajectories within the Physics Community

Exploring the Entanglement of Personal Epistemologies and Emotions in Students' Thinking

Did the Framework for K‐12 Science Education trample itself? A reply to “Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards”

Assessing Mathematical Sensemaking in Physics through Calculation-Concept Crossover

Epistemological Resources: Applying a New Epistemological Framework to Science Instruction

Rethinking the Division of Labor between Tutorial Writers and Instructors with Respect to Fostering Equitable Team Dynamics

Mathematical Sense-Making in Quantum Mechanics: An Initial Peek

Connecting Self-Efficacy and Views about the Nature of Science in Undergraduate Research Experiences

Splits in students’ beliefs about learning classical and quantum physics

Interactions between Disciplinary Practice and Joint Work in Undergraduate Physics Research Experiences

Sophisticated Epistemologies of Physics versus High-Stakes Tests: How Do Elite High School Students Respond to Competing Influences about How to Learn Physics?

Problem-Solving Rubrics Revisited: Attending to the Blending of Informal Conceptual and Formal Mathematical Reasoning

How Substance-Based Ontologies for Gravity Can Be Productive: A Case Study

Defining Personal Epistemology: A Response to Hofer & Pintrich (1997) and Sandoval (2005)

Beyond Epistemological Deficits: Dynamic explanations of engineering students' difficulties with mathematical sense-making

Supporting the Narrative Agency of a Marginalized Engineering Student

The tension between pattern‐seeking and mechanistic reasoning in explanation construction: A case from Chinese elementary science classroom

Zooming Out from the Struggling Individual Student: An Account of the Cultural Construction of Engineering Ability in an Undergraduate Programming Class

Marginalized Identities of Sense-Makers: Reframing Engineering Student Retention

Tutorial Teaching Assistants in the Classroom: Similar Teaching Behaviors Are Supported by Varied Beliefs about Teaching and Learning

Helping physics students learn how to learn

Accounting for tutorial teaching assistants’ buy-in to reform instruction

Why Ideology Matters for Learning: A Case of Ideological Convergence in an Engineering Ethics Classroom Discussion on Drone Warfare

Respecting Tutorial Instructors' Beliefs and Experiences: A Case Study of a Physics Teaching Assistant

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