Scientific Reasoning Research Institute

Beatty, Ian D. & Gerace, William J. & Feldman, Allan P. & Leonard, William J. (2008), "Technology-Enhanced Formative Assessment: An innovative approach to student-centered science teaching", Paper accompanying Allan Feldman’s talk to the Association of Science Teacher Educators (ASTE), Jan 10-12 2008, St. Louis MO.

Beatty, Ian D. & Feldman, Allan & Leonard, William J. & Gerace, William J. & St. Cyr, Karen E. & Lee, Hyunju & Harris, Robby J. (2008), "Teacher Learning of Technology-Enhanced Formative Assessment", Conference paper accompanying a special symposium presented at the 2008 Annual International Conference of the US National Association for Research in Science Teaching (NARST), Baltimore, MD, Apr 01.

Beatty, Ian D. & Gerace, William J. & Leonard, William J. & Dufresne, Robert J. (2006), "Designing effective questions for classroom response system teaching", American Journal of Physics 74(1), 31-39.

Beatty, Ian D. & Leonard, William J. & Gerace, William J. & Dufresne, Robert J. (2006), "Question Driven Instruction: Teaching science (well) with an audience response system", Chapter 7 in Banks, David A. (ed.), Audience Response Systems in Higher Education: Applications and Cases (Idea Group Inc., Hershey PA).

Gerace, William J. & Beatty, Ian D. (2005), "Teaching vs. Learning: Changing Perspectives on Problem Solving in Physics Instruction", An invited keynote talk at the 9th Common Conference of the Cyprus Physics Association and Greek Physics Association (Developments and Perspectives in Physics: New Technologies and Teaching of Science), Nicosia, Cyprus, Feb 4-6 2005.

Beatty, Ian D. (2004), "Transforming student learning with a classroom communication system", Educause Center for Applied Research (ECAR) Research Bulletin ERB0403.

Beatty, Ian D. & Gerace, William J. (2002), "Probing physics students' conceptual knowledge structures through term association", American Journal of Physics 70(7), 750-758.

Beatty, Ian D. (2000), "ConMap: Investigating new computer-based approaches to assessing conceptual knowledge structure in physics", University of Massachusetts Amherst Ph.D. dissertation.