Partitioning the gender gap in physics conceptual inventories: Force Concept Inventory, Force and Motion Conceptual Evaluation, and Conceptual Survey of Electricity and Magnetism

Do evidence-based active-engagement courses reduce the gender gap in introductory physics?

(2018) Nafis I Karim et al.   EUROPEAN JOURNAL OF PHYSICS

Gender fairness within the Force Concept Inventory

(2018) Adrienne Traxler et al.   Physical Review Physics Education Research

Confirmatory factor analysis applied to the Force Concept Inventory

(2018) Philip Eaton et al.   Physical Review Physics Education Research

Item-level gender fairness in the Force and Motion Conceptual Evaluation and the Conceptual Survey of Electricity and Magnetism

(2018) Rachel Henderson et al.   Physical Review Physics Education Research

Exploring the gender gap in the conceptual survey of electricity and magnetism

(2017) Rachel Henderson et al.   Physical Review Physics Education Research

Enriching gender in physics education research: A binary past and a complex future

(2016) Adrienne L. Traxler et al.   Physical Review Physics Education Research

Students’ proficiency scores within multitrait item response theory

(2015) Terry F. Scott et al.   Physical Review Special Topics-Physics Education Research

Validating the Japanese translation of the Force and Motion Conceptual Evaluation and comparing performance levels of American and Japanese students

(2014) Michi Ishimoto et al.   Physical Review Special Topics-Physics Education Research

Applying model analysis to a resource-based analysis of the Force and Motion Conceptual Evaluation

(2014) Trevor I. Smith et al.   Physical Review Special Topics-Physics Education Research

Multiyear, multi-instructor evaluation of a large-class interactive-engagement curriculum

(2014) Michael J. Cahill et al.   Physical Review Special Topics-Physics Education Research

Gender differences in scholastic achievement: A meta-analysis.

(2014) Daniel Voyer et al.   PSYCHOLOGICAL BULLETIN

Gender gap on concept inventories in physics: What is consistent, what is inconsistent, and what factors influence the gap?

(2013) Adrian Madsen et al.   Physical Review Special Topics-Physics Education Research

An item response curves analysis of the Force Concept Inventory

(2012) Gary A. Morris et al.   AMERICAN JOURNAL OF PHYSICS

Analyzing force concept inventory with item response theory

(2010) Jing Wang et al.   AMERICAN JOURNAL OF PHYSICS

A physics department’s role in preparing physics teachers: The Colorado learning assistant model

(2010) Valerie Otero et al.   AMERICAN JOURNAL OF PHYSICS

Science Anxiety, Science Attitudes, and Gender: Interviews from a Binational Study

(2010) Jeffry Mallow et al.   Journal of Science Education and Technology

Rasch model based analysis of the Force Concept Inventory

(2010) Maja Planinic et al.   Physical Review Special Topics-Physics Education Research

Cross-national patterns of gender differences in mathematics: A meta-analysis.

(2010) Nicole M. Else-Quest et al.   PSYCHOLOGICAL BULLETIN

Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

(2010) A. Miyake et al.   SCIENCE

Characterizing the gender gap in introductory physics

(2009) Lauren E. Kost et al.   Physical Review Special Topics-Physics Education Research

Comparing the force and motion conceptual evaluation and the force concept inventory

(2009) Ronald K Thornton et al.   Physical Review Special Topics-Physics Education Research

Experience leaves a lasting structural trace in cortical circuits

(2008) Sonja B. Hofer et al.   NATURE

Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation

(2008) Trevor I. Smith et al.   Physical Review Special Topics-Physics Education Research