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  1. Physics teachers’ definitions of equity inform how they identify inequity and take action to transform it. In this paper, we adapted Gutiérrez’s equity framework from mathematics education research to physics education research. The framework defines equity in terms of four dimensions: access , achievement , identity , and power . We used this equity framework to characterize the equity conceptions shared by 23 teachers who participated in an equity-focused professional development. We found that the access and achievement dimensions of equity are popular with teachers compared to the identity and power dimensions, and that teachers share a common understanding of conceptions of access and achievement in ways that is consistent with educational literature and discourses. 
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  2. Brian W. Frank, Dyan Jones (Ed.)
  3. Frank, B. ; Jones, D. ; Ryan, Q. (Ed.)
    In this study, we showcase the various ways high school physics teachers make connections between science content and social justice, pushing the boundary of what is counted as science content by bringing social justice engagement to the center of science learning. We analyze lessons submitted by eighteen high school physics teachers who participated in a professional development program that supported the integration of equity into their science teaching. Three themes represent teachers' approach toward integrating social justice in their science lessons: (1) investigating the nature of science in specific science concepts and re-evaluating/redefining science concepts, (2) connecting students' everyday activities with science and global social justice issues, and (3) using science knowledge to engage with and advocate for social justice issues in students' local communities. 
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  4. Bennett, M. B. ; Frank, B. W. ; Vieyra, R. (Ed.)
    With the ongoing antiracism movement in the United States, there is a call for physics teachers to incorporate equity-based and antiracist activities and curricula into their classrooms. In an online summer professional development course for high school physics teachers, we listened to participants define and compare antiracism and equity. We identified three framings (dual, part-whole, and developmental) that characterize these high school physics teachers' conceptions of the relationship between equity and antiracism. The framings offer insights into physics teachers' notions of anti-racist practice in relation to equity and their concerns regarding enacting equity and antiracism in teaching practice. 
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  5. Purpose Personas are lifelike characters that are driven by potential or real users’ personal goals and experiences when interacting with a product. Personas support user-centered design by focusing on real users’ needs. However, the use of personas in educational research and design requires certain adjustments from its original use in human-computer interface design. This paper aims to propose a process of creating personas from phenomenographic studies, which helps us create data-grounded personas effectively. Design/methodology/approach Personas have features that can help address design problems in educational contexts. The authors compare the use of personas with other common methodologies in education research, including phenomenology and phenomenography. Then, this study presents a six-step process of building personas using phenomenographic study as follows: articulate a design problem, collect user data, assemble phenomenographic categories, build personas, check personas and solve the design problem using personas. The authors illustrate this process with two examples, including the redesign of a professional development website and an undergraduate research program design. Findings The authors find that personas are valuable tools for educational design websites and programs. Phenomenography can productively help educational designers and researchers build sets of personas following the process the authors propose. Originality/value The use and method of personas in educational contexts are scarce and vague. Using the example contexts, the authors provide educational designers and researchers a clear method of creating personas that are relatable and applicable for their design problems. 
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  6. null (Ed.)
    PhysPort is a professional development website for physics faculty to develop their teaching through research-based resources. As part of PhysPort's ongoing research efforts, we conducted interviews with 23 physics faculty from diverse instructional and institutional contexts in the US. From our interviews, we sought common experiences, motivations, and pain points to develop personas--person-like constructs--of physics faculty in the US. Our research focuses on the perspectives of the key users of our site, and thus we take a user-centered perspective rather than a researcher-centered perspective. We developed personas, which are person-like constructs that are developed based on salient characteristics of actual users, that enable designers to create resources to meet actual user needs without designing for the idiosyncrasies of specific users. We present our set of six personas of physics faculty members: a faculty member who is new to improving his teaching; one who takes up his department's practices; one who wants her teaching to feel good; one who is comfortable in her teaching; one who is continuously improving; and one who solves big problems in her department. These personas of physics faculty making changes to their teaching can be used more broadly to improve the design and development of professional development resources and activities for physics faculty. 
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