Publications
Stoeckel, M. & Roehrig, G. Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom. Physical Review Physics Education Research, 17, 020102. https://doi.org/10.1103/physrevphyseducres.17.020102
Stoeckel, M. (2020). Gender, self-assessment, and classroom experiences in AP Physics 1. The Physics Teacher, 58, 399-401. https://doi.org/10.1119/10.0001836 / Open access version
Stoeckel, M. (2019). Balance and nuance: Teaching high school and pursuing grad school. PERCoGS Newsletter. Issue 17. https://drive.google.com/file/d/1Y675eNFi8odY5FJbZgVyVd6f6skdnLOz/view
Stoeckel, M. (2018). Moving multimeter ground to define electric potential difference. The Physics Teacher, 54(24), 24-25. https://doi.org/10.1119/1.5018683 / Open access version
Stoeckel, M. (2018). Where does the energy go?: Using evidence-based reasoning to explore relationships between energy and motion. The Science Teacher 85(1), 19-25. http://dx.doi.org/10.2505/4/tst18_085_01_19 / Open access version
Presentations
AAPT Summer Meeting 2020: Gender, Self-Efficacy, & Classroom Experiences in AP Physics 1 Analysis of interview data on gender differences in experiences that impacted self-efficacy
Harvard High School Physics Network 2020: Gender, Self-Efficacy, & Classroom Experience Practitioner-focused summary of mixed-methods classroom research on gender differences in self-assessment
NARST 2020: Self-Assessment & Underrepresentation in AP Physics 1 Mixed-methods classroom research on gender differences in self-assessment
MnCOSE 2019: Sense-Making with Card Sorts Strategies for using card sort activities to promote student discourse and reasoning
AAPT Summer Meeting 2019: Group-worthy Tasks with Kelly O’Shea Half-day workshop on designing and facilitating meaningful collaboration
MnCOSE 2018: Where Does the Energy Go? An overview of a multi-day lab where students determine what interaction causes a bouncy ball to dissipate energy
AAPT Summer Meeting 2018: PLC-Embedded Action Research A look at my district’s PLC process, including some action-research projects I’ve been a part of
MnCOSE 2017: Keeping the “S” in STEM with Evidence-Based Reasoning Strategies for getting students to apply their knowledge of science in engineering design challenges
MnCOSE 2017: Introduction to Modeling Instruction with Scot Hovan A brief overview of Modeling Instruction in physics
MnCOSE 2015: Cargo Carrier Design Challenge with Angela Peterson An overview of an integrated STEM unit on Newton’s Laws
