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Creators/Authors contains: "Solorio, Christian"

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  1. ; ; (, American Association of Physics Teachers)
    Traditional professional development (PD) often focuses solely on skills and knowledge, without explicitly attending to participants' sense of community. In this instrumental case study, we explore the impact of a community-building PD experience on an Emerging Discipline-Based Education Researcher's (EDBER's) sense of community. We center the experiences of one tenure-track faculty member, James (a pseudonym), who participated in a Professional Development for Emerging Education Researchers field school for EDBERs, an example of PD that intentionally attends to building community around research. We find that the PD experience contributed to building James' lasting of community in education research, and we call for more PD to shift towards being simultaneously skills-focused and community-focused. 
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  2. ; ; ; ; (, Repository of the International Society of Learning Sciences)
    Newcomers to Discipline-based Education Research (DBER) face numerous challenges and supportive practices in becoming active members of their communities of practice. We present a framework for Montgomery’s groundskeeping leadership, which seeks to mitigate barriers and nurture community members for their growth and development (2020). We then apply that framework in the context of education researchers to examine some data from a set of interviews with Emerging Discipline-based Education Researchers. 
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  3. ; (, American Association of Physics Teachers)
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  4. ; ; (, Physical Review Physics Education Research)
    null (Ed.)
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  5. ; ; ; ; ; ; (, Physical Review D)