Brief, embedded, spontaneous metacognitive talk indicates thinking like a physicist

by Eleanor C. Sayre, Paul W. Irving
Published 2015-09-01

Becoming a physicist: The roles of research, mindsets, and milestones in upper-division student perceptions

by Paul W. Irving, Eleanor C. Sayre
Published 2015-09-01

Conditions for building a community of practice in an advanced physics laboratory

by Paul W. Irving, Eleanor C. Sayre
Published 2014-03-01

Physics identity development: A snapshot of the stages of development of upper-level physics students

by Paul W Irving, Eleanor C Sayre
Published 2013-06-01

Epistemic game for answer making in learning about hydrostatics

by Ying Chen, Paul W. Irving, Eleanor C. Sayre
Published 2013-03-01

Learning assistant approaches to teaching computational physics problems in a problem-based learning course

by Alanna Pawlak, Paul W. Irving, Marcos D. Caballero
Published 2020-06-01

Development of the Modes of Collaboration framework

by Alanna Pawlak, Paul W. Irving, Marcos D. Caballero
Published 2018-01-01

Learning assistants as student partners in introductory physics

by Paul C. Hamerski, Paul W. Irving, Daryl McPadden
Published 2021-08-01

Communities of practice as a curriculum design theory in an introductory physics class for engineers

by Paul W. Irving, Daryl McPadden, Marcos D. Caballero
Published 2020-12-01

Transitions in students’ epistemic framing along two axes

by Paul W. Irving, Mathew Sandy Martinuk, Eleanor C. Sayre
Published 2013-04-01