Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials

Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials

Abstract Background Graduate teaching assistants (GTAs) often lead laboratory and tutorial sections in science, technology, engineering, and mathematics (STEM), especially at large, research-intensive universities. GTAs’ performance as instructors can impact student learning experience as well as le...

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Bibliographic Details
Main Authors: Tong Wan, Ashley A. Geraets, Constance M. Doty, Erin K. H. Saitta, Jacquelyn J. Chini
Format: Article
Language:English
Published: SpringerOpen 2020-06-01
Series:International Journal of STEM Education
Subjects:
Graduate teaching assistants
Reformed laboratories and tutorials
Science laboratory and tutorial instruction
Professional development
Undergraduates
Online Access:http://link.springer.com/article/10.1186/s40594-020-00229-0

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http://link.springer.com/article/10.1186/s40594-020-00229-0

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