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Stewart, John, Byron Drury, James Wells, Aaron Adair, Rachel Henderson, Yunfei Ma,  Ángel Pérez-Lemonche, David Pritchard. “Examining the relation of correct knowledge and misconceptions using the nominal response model” Physical Review Physics Education Research. (2021).

Mikkelsen, N., Young, N. T., and Caballero, M. D. “Investigating institutional influence on graduate program admissions by modeling physics Graduate Record Examination cutoff scores” Physical Review Physics Education Research. (2021).

Stewart, John, Geraldine L. Cochran, Rachel Henderson, Cabot Zabriskie, Seth DeVore, Paul Miller, Gay Stewart, and Lynnette Michaluk. "Mediational effect of prior preparation on performance differences of students underrepresented in physics." Physical Review Physics Education Research 17, no. 1 (2021): 010107.

Wheatley, Christopher, James Wells, Rachel Henderson, and John Stewart. "Applying module analysis to the Conceptual Survey of Electricity and Magnetism." Physical Review Physics Education Research 17, (2021): 010102.

Irving, Paul W., Daryl McPadden, and Marcos D. Caballero. "Communities of practice as a curriculum design theory in an introductory physics class for engineers." Physical Review Physics Education Research 16, (2020): 020143.

McPadden, Daryl, Eric Brewe, Camila Monsalve, and Vashti Sawtelle. "Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction." Physical Review Physics Education Research 16, (2020): 020158.

Aiken, John M., Riccardo De Bin, Morten Hjorth-Jensen, and Marcos D. Caballero. "Predicting time to graduation at a large enrollment American university." Plos one 15, no. 11 (2020): e0242334.

Fracchiolla, Claudia, Brean Prefontaine, and Kathleen Hinko. "Community of practice approach for understanding identity development within informal physics programs." Physical Review Physics Education Research 16, (2020): 020115.

Caballero, M.D. and Pollock, S.J. “A Model for Incorporating Computation Without Changing the Course: An example from middle-division classical mechanics.” Am. J. Phys. 82.231 (2014). 

Bujak, K.R., Caballero, M.D., Schatz, M.F., et al. “Comparing the Matter and Interactions Curriculum with a Traditional Physics Curriculum: A Think Aloud Study.” Proceedings of the 2011 AERA Annual Meeting. (2011): New Orleans, LA.

Caballero, M.D., Kohlmyer, M.A., Schatz, M.F. “Fostering Computational Thinking.”  Proceedings of the Physics Education Research Conference. 1413 (2011): 15–18.

Aiken, J.M., Caballero, M.D., Douglas, S.S., Burk, J.B., Scanlon, E.M., Thoms, B.D., Schatz, M.F. “Understanding Student Computational Thinking with Computational Modeling.” Proceedings of the Physics Education Research Conference. 1513 (2012): 46–49.

Wilcox, B.R., Caballero, M.D., Pepper, R.E. and Pollock, S.J. “Upper-division Student Understanding of Coulomb’s Law: Difficulties with Continuous Charge Distributions.” Proceedings of the Physics Education Research Conference. 1513 (2012): 418–421.

Caballero, M.D., Wilcox, B.R., Pepper, R.E. and Pollock, S.J. “ACER: A Framework on the Use of Mathematics in Upper-division Physics.” Proceedings of the Physics Education Research Conference. 1513 (2012): 90–93.

Aiken, J.M., Lin, S., Douglas, S.S., Greco, E.F., Thoms, B.D., Schatz, M.F. and Caballero, M.D. “The Initial State of Students Taking an Introductory Physics MOOC.” Proceedings of the Physics Education Research Conference. (2013): 53–56.

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