相关论文: Teaching practices of graduate teaching assistants
Physics education research has consistently shown that students have higher learning outcomes when enrolled in active learning courses. However, while there is a lot of literature describing the difference between the two extremes of…
Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement…
At large research universities in the USA, introductory physics labs are often run by graduate student teaching assistants (TAs). Thus, efforts to reform introductory labs should address the need for effective and relevant TA professional…
Teaching assistants (TAs) are often responsible for grading student solutions. Since grading communicates instructors' expectations, TAs' grading decisions play a crucial role in forming students' approaches to problem solving (PS) in…
Physics graduate teaching assistants (TAs) are often responsible for grading. Physics education research suggests that grading practices that place the burden of proof for explicating the problem solving process on students can help them…
While it is well known which curricular practices can improve student performance on measures of conceptual understanding, the sustaining of these practices and the role of faculty members in implementing these practices are less well…
Grading can shape students' learning and encourage use of effective problem solving practices. Teaching assistants (TAs) are often responsible for grading student solutions and providing feedback, thus, their perceptions of grading may…
Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students' approaches to problem solving and learning. Physics education research…
Graduate Teaching Assistants (GTAs) are key partners in the education of undergraduates. Given the potentially large impact GTAs can have on undergraduate student learning, it is important to provide them with appropriate preparation for…
The physics instruction at UC Davis for life science majors takes place in a long-standing reformed large-enrollment physics course in which the discussion/lab instructors (primarily graduate student teaching assistants) implement the…
For the last four years, the School of Physics at Georgia Tech have been preparing new Graduate Teaching Assistants (GTAs) through a program that integrates pedagogy, physics content, and professional development strategies. Here we discuss…
The authors use an action research (AR) approach in a collegiate studio physics class to investigate the power of partnerships via conferences as they relate to issues of establishing a student/mentor rapport, empowering students to reduce…
Many early career educators, such as teaching assistants (TAs) in college courses, as well as pre-college educators, need help both with content and pedagogical knowledge to effectively help their students learn. One pedagogical approach…
Research shows that expert-like approaches to problem-solving can be promoted by encouraging students to explicate their thought processes and follow a prescribed problem-solving strategy. Since grading communicates instructors'…
Explication and reflection on expert vs. novice considerations within the problem-solving process characterize a cognitive apprenticeship approach for the development of expert-like problem solving practices. In the context of grading, a…
Students who serve as Learning Assistants (LAs) and have the opportunity to teach the content they are learning, while also studying effective teaching pedagogy, have demonstrated achievement gains in advanced content courses and positive…
Providing timely and personalized feedback to large numbers of students is a long-standing challenge in programming courses. Relying on human teaching assistants (TAs) has been extensively studied, revealing a number of potential…
As part of a larger study to understand instructors' considerations regarding the learning and teaching of problem solving in an introductory physics course, we investigated beliefs of first-year graduate teaching assistants (TAs) regarding…
The ability to categorize problems is a measure of expertise in a domain. In order to help students learn effectively, instructors and teaching assistants (TAs) should have pedagogical content knowledge. They must be aware of the prior…
In this paper, we describe how we transformed our large-enrollment introductory physics sequence for life-science students to a Lecture/Studio format and aligned the physics concepts with authentic biological applications. We have reformed…