Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool by Alice Olmstead, Chandra Turpen

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Pedagogical sensemaking or “doing school”: In well-designed workshop sessions, facilitation makes the difference by Alice Olmstead, Chandra Turpen

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Leveraging a relationship with biology to expand a relationship with physics by Vashti Sawtelle, Chandra Turpen

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Not all interactive engagement is the same: Variations in physics professors’ implementation of Peer Instruction by Chandra Turpen, Noah D. Finkelstein

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The construction of different classroom norms during Peer Instruction: Students perceive differences by Chandra Turpen, Noah D. Finkelstein

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Not all interactive engagement is the same: Variations in physics professors’ implementation of Peer Instruction by Chandra Turpen, Noah D. Finkelstein

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The construction of different classroom norms during Peer Instruction: Students perceive differences by Noah D. Finkelstein, Chandra Turpen

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How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction by Melissa Dancy, Charles Henderson, Chandra Turpen

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Perceived affordances and constraints regarding instructors’ use of Peer Instruction: Implications for promoting instructional change by Chandra Turpen, Melissa Dancy, Charles Henderson

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Analyzing identity trajectories within the physics community by Gina M. Quan, Chandra Turpen, Andrew Elby

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Assessment of teaching effectiveness: Lack of alignment between instructors, institutions, and research recommendations by Charles Henderson, Chandra Turpen, Melissa Dancy, Tricia Chapman

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Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community by Adriana Corrales, Fred Goldberg, Edward Price, Chandra Turpen

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Students’ reasoning about “high-energy bonds” and ATP: A vision of interdisciplinary education by Benjamin W. Dreyfus, Vashti Sawtelle, Chandra Turpen, Julia Gouvea, Edward F. Redish

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Understanding how facilitators adapt to needs of STEM faculty in online learning communities: a case study by Makenna M. Martin, Fred Goldberg, Michael McKean, Edward Price, Chandra Turpen

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Ontological metaphors for negative energy in an interdisciplinary context by Benjamin W. Dreyfus, Benjamin D. Geller, Julia Gouvea, Vashti Sawtelle, Chandra Turpen, Edward F. Redish

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