Rachel E. Scherr

Founder, Scherr & Associates


Visiting Scholar

Learning in Informal and Formal Environments (LIFE) Center

University of Washington

Seattle, WA


Research Assistant Professor

Physics Education Research Group

Department of Physics

University of Maryland

College Park, MD


rescherr@gmail.com


Curriculum vitae Publications Presentations



Publications

(last updated August 2009)


  1. R. M. Goertzen, R. E. Scherr, and A. Elby, "Tutorial TAs in the classroom:  Framing teaching as a focus on indicators," in preparation to be submitted to Phys. Rev. – Special Topics: Phys. Educ. Res. (2009)
  2. R. M. Goertzen, R. E. Scherr, and A. Elby, "Accounting for tutorial teaching assistants' buy-in to reform instruction," submitted to Phys. Rev. – Special Topics: Phys. Educ. Res. (2009)
  3. R. E. Scherr, "Video analysis for insight and coding: Examples from tutorials in introductory physics," accepted to Phys. Rev. – Special Topics: Phys. Educ. Res. (2009): Copy
  4. R. E. Scherr and D. Hammer, “Student behavior and epistemological framing:  Examples from collaborative active-learning activities in physics,” Cog. & Instr. 27(2), 147-174 (2009): Copy
  5. D. Hammer, R. S. Russ, R. E. Scherr, and J. Mikeska, "Identifying inquiry and conceptualizing students' abilities," in R. Duschl and R. Grandy (Eds.), Establishing a consensus agenda for K-12 science inquiry (Sense Publishers, Rotterdam, NL) (in press): Preprint
  6. R. M. Goertzen, R. E. Scherr, and A. Elby, “Indicators of understanding: What TAs listen for in student responses,” in C. Henderson, M. Sabella, and L. Hsu (Eds.), AIP Conf. Proc. 1064, 119-122 (2008 Physics Education Research Conference)
  7. R. S. Russ, R. E. Scherr, D. Hammer, and J. Mikeska, “Recognizing mechanistic reasoning in scientific inquiry: A framework for discourse analysis developed from philosophy of science,” Sci. Educ. 92(3), 499-525 (2008): Copy
  8. R. E. Scherr, “Gesture analysis for physics education researchers,” Phys. Rev. – Special Topics: Phys. Educ. Res. 4, 010101 (2008):  Copy;  Publication site with videos
  9. L. D. Conlin, A. Gupta, R. E. Scherr, and D. Hammer, "The dynamics of students' behaviors and reasoning during collaborative physics tutorial sessions," in P. R. L. Heron, L. McCullough, and J. Marx (Eds.), AIP Conf. Proc. 951, 69-72 (2007 Physics Education Research Conference):  Copy
  10. R. E. Scherr, “Modeling student thinking: An example from special relativity,” Am. J. Phys. 70(3), 272-280 (2007):  Copy
  11. R. E. Scherr and A. Elby, “Enabling informed adaptation:  Open-source physics worksheets integrated with implementation resources,” in P. R. L. Heron, L. McCullough, and J. Marx (Eds.), AIP Conf. Proc. 883, 46-49 (2006 Physics Education Research Conference): Copy
  12. R. E. Scherr, R. S. Russ, T. J. Bing, and R. A. Hodges, “Initiation of student-TA interactions in tutorials,” Phys. Rev. – Special Topics: Phys. Educ. Res. 2, 020108-020116 (2006): Copy
  13. E. F. Redish, R. E. Scherr, and J. Tuminaro, “Reverse-engineering the solution of a ‘simple’ physics problem: Why learning physics is harder than it looks,” The Physics Teacher 44, 293-300 (2006): Copy
  14. M. C. Wittmann, P. R. L. Heron, and R. E. Scherr, “Overview of the Foundations and Frontiers in Physics Education Research Conference,” APS Forum on Education Newsletter (Fall 2005)
  15. R. E. Scherr and E. F. Redish, “Newton’s zeroth law:  Learning from listening to our students,” The Physics Teacher 43, 41-45 (2005): Copy
  16. D. Hammer, A. Elby, R. E. Scherr, and E. F. Redish, “Resources, framing, and transfer,” J. P. Mestre (ed.), Transfer of learning: Research and perspectives (IAP, Greenwich, CT) (2005)
  17. R. E. Scherr, “An implementation of Physics by Inquiry in a large-enrollment class,” The Physics Teacher 41(2), 113-118 (2003): Copy
  18. R. E. Scherr, “Gestures as evidence of student thinking in physics,” in J. Marx, K. Cummings, and S. Franklin (Eds.), AIP Conference Proceedings 720, 61-64 (2003 Physics Education Research Conference)
  19. R. E. Scherr, P. S. Shaffer, and S. Vokos, “The challenge of changing deeply-held student beliefs about the relativity of simultaneity,” Am. J. Phys. 70(12), 1238-1248 (2002)
  20. R. E. Scherr and M. C. Wittmann, “The challenge of listening: The effect of researcher agenda on data collection and interpretation,” in S. Franklin, K. Cummings, and J. Marx (Eds.), Physics Education Research Conference Proceedings 2002
  21. M. C. Wittmann and R. E. Scherr, “Student epistemological stance constraining researcher access to student thinking: An example from an interview on charge flow,” in S. Franklin, K. Cummings, and J. Marx (Eds.), Physics Education Research Conference Proceedings 2002
  22. R. E. Scherr, P. S. Shaffer, and S. Vokos, “Student understanding of time in special relativity:  Simultaneity and reference frames,” Phys. Educ. Res., Am. J. Phys. Suppl. 69, S24-S35 (2001)
  23. Contributions to Physics by Inquiry, L. C. McDermott and the Physics Education Group at the University of Washington (John Wiley and Sons, Inc., New York, 1996)
  24. Contributions to Tutorials in Introductory Physics, L. C. McDermott, P. S. Shaffer, and the Physics Education Group at the University of Washington (Prentice-Hall, Upper Saddle River, NJ, 1998)