113 citations
- University of PittsburghUS7 papers
- University of CincinnatiUS3 papers
- Western Michigan UniversityUS3 papers
- Weizmann Institute of ScienceIL2 papers
- California Institute of TechnologyUS1 paper
- Kavli Institute for Particle Astrophysics and CosmologyUS1 paper
- Max Planck Institute for Radio AstronomyDE1 paper
- Menlo SchoolUS1 paper
- Norwegian University of Science and TechnologyNO1 paper
- Stanford UniversityUS1 paper
- University of California, DavisUS1 paper
- University of KansasUS1 paper
Showing 2017Show all
3 papers · 1 filter
physics.ed-ph2017★ 14 cited
The impact of peer interaction on the responses to clicker questions in an upper-level quantum mechanics course
Ryan Sayer, Emily Marshman, Chandralekha Singh
In this case study, we investigated the effectiveness of peer interaction on responses to in-class clicker questions in an upper-level quantum mechanics course. We analyzed student…
physics.ed-ph2017★ 4 cited
Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems
Charles Henderson, Emily Marshman, Ryan Sayer +2
Physics graduate teaching assistants (TAs) are often responsible for grading. Physics education research suggests that grading practices that place the burden of proof for explicat…
physics.ed-ph2017★ 9 cited
Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned
Edit Yerushalmi, Ryan Sayer, Emily Marshman +2
Explication and reflection on expert vs. novice considerations within the problem-solving process characterize a cognitive apprenticeship approach for the development of expert-lik…