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In this paper we introduce a framework that can be used to categorize instructional practices. We then use this framework to identify areas where mainstream Physics Education Research (PER) has embraced alternative ideas and areas where mainstream PER is more traditional. As an example we argue that while PER has embraced the practice of interactivity, it has neglected the practice of student autonomy. This is despite student autonomy being consistent with the goals of PER and being supported by research in other fields. We offer insights and implications based on this analysis.
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