Gender, experience, and self-efficacy in introductory physics

What Students Think They Feel Differs from What They Really Feel – Academic Self-Concept Moderates the Discrepancy between Students’ Trait and State Emotional Self-Reports

(2014) Madeleine Bieg et al.   PLoS One

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

Identifying events that impact self-efficacy in physics learning

(2012) Vashti Sawtelle et al.   Physical Review Special Topics-Physics Education Research

Impact of equity models and statistical measures on interpretations of educational reform

(2012) Idaykis Rodriguez et al.   Physical Review Special Topics-Physics Education Research

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

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

Gender disparities in second-semester college physics: The incremental effects of a “smog of bias”

(2010) Lauren E. Kost-Smith et al.   Physical Review Special Topics-Physics Education Research

Not all interactive engagement is the same: Variations in physics professors’ implementation ofPeer Instruction

(2009) Chandra Turpen et al.   Physical Review Special Topics-Physics Education Research

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

Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS

(2009) Eric Brewe et al.   Physical Review Special Topics-Physics Education Research