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Wilcox, B.R., Caballero, M.D. and Pollock, S.J. “Analytic framework for students’ use of mathematics in upper-division physics.” Phys. Rev. ST Phys. Educ. Res. 9.020119 (2013). 

Caballero, M.D., Burk, J.B., Aiken, J.M., Douglas, S.S., Scanlon, E.M., Thoms, B.D. and Schatz, M.F. “Integrating Numerical Computation into the Modeling Instruction Curriculum.” Phys. Teach. 52.38 (2014). 

Ding, L. and Caballero, M.D. “Uncovering the hidden meaning of cross-curriculum comparison results on the Force Concept Inventory.” Phys. Rev. ST Phys. Educ. Res. 10 (2014). 

Caballero, M.D., Wilcox, B.R., Doughty, L. and Pollock, S.J. “Unpacking students’ use of mathematics in upper-division physics.” Eur. J. Phys. 36.065004 (2015). 

Wilcox, B.R., Caballero, M.D., Baily, C., Sadaghiani, H, Chasteen, S.V., Ryan, Q.X. and Pollock, S.J. “Development and Uses of Upper-division Conceptual Assessments.” Phys. Rev. ST Phys. Educ. Res. 11.020115 (2015). 

Chasteen, S.V., Wilcox, B.R., Caballero, M.D., Perkins, K.K., Pollock, S.J., Wieman, C.E. “Educational transformation in upper-division physics: The Science Education Initiative model, outcomes, and lessons learned.” Phys. Rev. ST Phys. Educ. Res. 11.020110 (2015). 

Laverty, J.T., Underwood, S.M., Matz, R.L., Posey, L.A., Carmel, J.H., Caballero, M.D., Fata-Hartley, C.L., Ebert-May, D., Jardeleza, S.E. and Cooper, M.M. “Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.” PLOS One 11.9. e0162333. 

Cooper, M.M., Caballero, M.D., Ebert-May, D., Fata-Hartley, C.L., Jardeleza, S.E., Krajcik, J.S., Laverty, J.T., Matz, R.L., Posey, L.A. and Underwood, S.M. “Challenge faculty to transform STEM learning.” Science 350.6258 (2015): 281-282.

Caballero, M.D., Doughty, L., Turnbull, A.M., Pepper, R.E. and Pollock, S.J. “Assessing Learning Outcomes in Middle-Division Classical Mechanics: The Colorado Classical Mechanics/Math Methods Instrument.” PR-PER. (Under Review). 

Pawlak, A., Irving, P.W. and Caballero, M.D. “Development of a modes of collaboration framework.” PR-PER. (Under Review). 

Traxler, A., Mahadeo, J., McPadden, D. and Brewe, E. “Multiple Representations and Epistemic Games in Introductory Physics Exam Solutions.” PERC Conf. Proc. (American Association of Physics Teachers). (2014): 247-250.

McPadden, D. and Brewe, E. “The Impacts of Instructor and Student Gender on Student Performance in Introductory Modeling Instruction Courses.” PERC Conf. Proc. (American Association of Physics Teachers). (2014): 183-186.

McPadden, D. and Brewe, E. “Network analysis of students’ use of representations in problem solving.” PERC Conf. Proc. (American Association of Physics Teachers). (2015): 219-222.

Monsalve, C., Hazari, Z, McPadden, D., Sonnert, G. and Sadler, P. “Examining the relationship between career outcome expectations and physics identity.” PERC Conf. Proc. (American Association of Physics Teachers). (2016): 228-231.

Mashood K. K. “Historico -critical analysis of the concept of mass: From antiquity to Newton.” In Subramaniam, K., & Mazumdar, A. (Eds.), Proceedings of epiSTEME-3 - International Conference to Review Research on Science, Technology and Mathematics Education, Mumbai, India: McMillan. (2009).

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