Contrasting funding and author data for PERC proceedings and PRPER

ABSTRACT

This study informs the Physics Education Research (PER) community about patterns in reported funding and authorship data between 2010 and 2019. The study involves a text-based analysis of all contributed PERC and Physical Review PER papers during this time to identify funding sources, author collaborations, and changes over time. PERC and PRPER are both central to publication in the PER community, but are different in terms of project stage and publication prestige. Physical Review articles are in general mature projects, and this is the more prestigious publication venue. PERC proceedings represent the community across a broader set of authors and project stages. Results are also contrasted with the Frontiers in Education proceedings to provide context to these findings. The goal of this work is to provide insight into the community's history and to provide a benchmark for funding and collaboration in PER prior to the Covid-19 pandemic.