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Preparing for high-stakes exams in introductory physics courses is generally a self-regulated activity. Compared to other exam reviewing strategies, doing practice exams has been shown to help students recognize gaps in their knowledge, encourage active practicing, and produce long-term retention. However, many students, particularly students who are struggling with the course material, are not guided by research-based study strategies and do not use practice exams effectively. Using data collected from a fully online course in Spring 2021, this study examines two interventions aimed at improving student self-regulated studying behaviors and enhancing student metacognition during exam preparation. We found that a modified format of online practice exams with one attempt per question and delayed feedback, increases the accuracy of feedback about student readiness for exams but does not change the accuracy of their predicted exam scores or studying behaviors. Additionally, an added mock exam one week before the actual exam impacts students' intentions for studying but does not impact actual study behaviors or facilitate metacognition. These results suggest that interventions designed to improve exam preparation likely need to include explicit instruction on study strategies and student beliefs about learning.

In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co‐generation of content and pedagogical knowledge. However, less experienced teachers can face socio‐emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues, and these risks may impact the collaborative experience of both parties and the learning environment in teacher PD. This exploratory case study examines the process of productively navigating socio‐emotional risks and interpersonal tensions encountered by a veteran and pre‐service physics teacher during one episode of discussing physics content. We use a single term, comfort‐building, to encapsulate discursive moves that result in increased feelings of comfort and safety by the participants. Comfort‐building includes moves that serve to mitigate social risk, ease tension, and avoid discomfort, as well as those geared toward finding common ground and co‐navigating challenges. These moves can carve out conversational space for teachers to more confidently face risks associated with being accountable to the physics content knowledge and engage in discipline‐based conversations more deeply. The presented case was followed by video‐stimulated individual interviews to determine how consciously the teachers connected their participation to explicit risk and comfort. This case study highlights an affective dimension for consideration in the continued study and facilitation of science teacher PD, especially programs that bring together teachers with a variety of backgrounds and skill sets. [ABSTRACT FROM AUTHOR]

Although recent research has reported equity gains in the university-level physics classroom, there remains evidence of significant inequities by race. We conducted a series of multiple linear regressions to examine the magnitude of these inequities in introductory mechanics final exam scores. When we followed a common method of grouping students by underrepresented minority (URM) status in our statistical analysis, we found that when controlling for prior knowledge, based on ACT math and physics placement test scores, there was no evidence of racial inequities. However, when we performed the same analysis but replaced URM status with separate groups for each race or ethnicity reported to the university, we found that African American and Asian American students, and to a lesser extent, Hispanic students, underperformed in their physics course relative to their non-Hispanic White American peers, even when controlling for prior knowledge. We conclude that grouping students by URM status may not be sufficient to detect patterns of academic difficulties experienced by specific racial and ethnic groups of students. Furthermore, these results lead us to believe that there is still work to be done at the university level to provide a learning environment supportive of students of all backgrounds.

Values affirmation exercises have been implemented in many contexts to combat stereotype threat in students from marginalized populations; the exercises are intended to fortify students by prompting them to self-affirm their values in short writing activities. Within the physics education research community, the style of intervention was underlined by a positive result from the University of Colorado Boulder; researchers were able to use the intervention to minimize the achievement gap between men and women in an introductory physics course. These results inspired a replication experiment in two physics courses at the University of Illinois in Urbana-Champaign, and this article provides some history and context of these interventions, describes our specific implementation, and reveals that we were unable to reproduce the positive results despite thorough attention to the details of the replication. Our findings suggest that the values affirmation exercises are not understood at a level where they should be considered a positive intervention to help marginalized populations.

The reliability and validity of professionally written multiple-choice exams have been extensively studied for exams such as the SAT, graduate record examination, and the force concept inventory. Much of the success of these multiple-choice exams is attributed to the careful construction of each question, as well as each response. In this study, the reliability and validity of scores from multiple-choice exams written for and administered in the large introductory physics courses at the University of Illinois, Urbana-Champaign were investigated. The reliability of exam scores over the course of a semester results in approximately a 3% uncertainty in students' total semester exam score. This semester test score uncertainty yields an uncertainty in the students' assigned letter grade that is less than 1 / 3 of a letter grade. To study the validity of exam scores, a subset of students were ranked independently based on their multiple-choice score, graded explanations, and student interviews. The ranking of these students based on their multiple-choice score was found to be consistent with the ranking assigned by physics instructors based on the students' written explanations ( r greater than 0.94 at the 95% confidence level) and oral interviews (r=0.94[subscript -0.09][superscript +0.06]). (Contains 30 endnotes, 4 tables and 7 figures.)

Involvement of the middle ear after viral infections of the upper airways may lead to serous otitis media with effusion in the absence of bacterial infection. This can be accompanied by a concomitant shading of the mastoid air cells, which could manifest as a reduced opacity on computed tomography (CT) in the absence of a history of chronic mastoiditis or acute inflammatory signs. This can lead to a subsequent impairment of inner ear function. CT scans reveal an extended pneumatization of the temporal bones in affected patients. Inner ear hearing impairment can probably be attributed to a concomitant labyrinthine reaction—the so-called toxic inner ear lesion. If no remission occurs within 5 days after initial conservative treatment (paracentesis or hemorrheologic infusions), surgical treatment with a mastoidectomy can accelerate hearing restoration. We conducted a retrospective, nonrandomized study of short- and long-term hearing outcomes in patients with a toxic inner ear lesion who had been treated with conservative measures alone (CONS group) or with surgery (SURG group) in a tertiary care referral center. Our study group was made up of 52 consecutively presenting patients (57 ears) who had been seen over a 10-year period; there were 20 patients (21 ears) in the CONS group and 32 patients (36 ears) in the SURG group. Initially, 15 CONS patients (75%) and 18 SURG patients (56%) complained of dizziness or a balance disorder. The initial averaged sensorineural hearing loss (over 0.5, 1.0, 2.0, and 3.0 kHz) was 32.4 ± 15.6 dB in the CONS group and 35.4 ± 12.0 dB in the SURG group. At follow-up (mean: 31.7 mo), the SURG group experienced a significantly greater improvement in hearing (p = 0.025). We conclude that patients with viral otitis media and concomitant noninflammatory mastoiditis with impairment of inner ear function (sensorineural hearing loss) experience a better hearing outcome when a mastoidectomy is performed during primary treatment. [ABSTRACT FROM AUTHOR]

Creating learning environments that can accommodate teachers' diverse needs is challenging because responsive elements are not clearly defined or identified. This study identified responsive teacher professional development (PD) elements by taking a phenomenological approach. Using surveys and interviews with 13 high school physics teachers in a PD program at a Midwestern university, we identified responsive features such as practicality, flexibility, and accessibility core to the enactment of a responsive PD. Other features were opportunities for community engagement, pedagogical support, and professional growth, which were aligned with the benefits of engagement in a Community of Practice model incorporated in this work. • Responsive Professional Development (RPD) is a facilitatory strategy in teacher PD. • RPD is attending to teachers' needs, interests, and concerns in PD design. • RPD allows adapting the PD instructions to fit the teachers' perspectives. • Teachers perceived the RPD strategies as positive. • Teachers identified PD elements that made the program distinct. [ABSTRACT FROM AUTHOR]