1.Exploring the structure of misconceptions in the Force and Motion Conceptual Evaluation with modified module analysis

作　　者：James Wells ;Rachel Henderson ;Adrienne Traxler 等

出　　处：Physical Review ST Physics Education Research. 2020 ;16(1):1-16.doi:10.1103/PhysRevPhysEducRes.16.010121

出版社：American Physical Society

文章 ID：254519757

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2.Partitioning the gender gap in physics conceptual inventories: Force Concept Inventory, Force and Motion Conceptual Evaluation, and Conceptual Survey of Electricity and Magnetism

作　　者：Rachel Henderson ;John Stewart ;Adrienne Traxler

出　　处：Physical Review ST Physics Education Research. 2019 ;15(1):1-15.doi:10.1103/PhysRevPhysEducRes.15.010131

出版社：American Physical Society

文章 ID：233836226

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3.Item-level gender fairness in the Force and Motion Conceptual Evaluation and the Conceptual Survey of Electricity and Magnetism

作　　者：Rachel Henderson ;Paul Miller ;John Stewart 等

出　　处：Physical Review ST Physics Education Research. 2018 ;14:1-19.doi:10.1103/PhysRevPhysEducRes.14.020103

出版社：American Physical Society

文章 ID：220022779

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4.Equity investigation of attitudinal shifts in introductory physics

作　　者：Adrienne Traxler

出　　处：Physical Review ST Physics Education Research. 2015 ;11(2):1-7.doi:10.1103/PhysRevSTPER.11.020132

出版社：American Physical Society

文章 ID：186882790

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5.Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction

作　　者：Eric Brewe ;Adrienne Traxler ;Jorge de la Garza 等

出　　处：Physical Review ST Physics Education Research. 2013 ;9(2):1-10.doi:10.1103/PhysRevSTPER.9.020116

出版社：American Physical Society

文章 ID：186883130

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6.Transitioning to online instruction: Strong ties and anxiety

作　　者：Eric Brewe ;Adrienne Traxler ;Sarah Scanlin

出　　处：Physical Review Physics Education Research. 2021 ;17(2):023103.doi:10.1103/PhysRevPhysEducRes.17.023103

出版社：American Physical Society

文章 ID：1032787126

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7.Characterizing active learning environments in physics using latent profile analysis

作　　者：Kelley Commeford ;Eric Brewe ;Adrienne Traxler

出　　处：Physical Review Physics Education Research. 2022 ;18(1):010113.doi:10.1103/PhysRevPhysEducRes.18.010113

出版社：American Physical Society

文章 ID：1037015104

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