written by Chandra Turpen and Noah D. Finkelstein

We investigate how the use of physics education research tools is spreading throughout faculty practice and examine efforts to sustain the use of these practices. We specifically focus on analyzing the local use of the innovation Peer Instruction. We present data based on observations of teaching practices of six physics faculty in large enrollment introductory physics courses at our institution. From these observations, we identify three dimensions that describe variations in faculty practices: the purpose of questions, participation with students, and norms of discussion.

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Published November 12, 2007
Last Modified December 1, 2010

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