Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum

Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum

Abstract Background Learning assistants (LAs) increase accessibility to instructor–student interactions in large STEM lecture classes. In this research, we used the Formative Assessment Enactment Model developed for K-12 science teachers to characterize LA facilitation practices. The Formative Asses...

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Bibliographic Details
Main Authors: Carina M. L. Carlos, Nicolette M. Maggiore, Vesal Dini, Ira Caspari-Gnann
Format: Article
Language:English
Published: SpringerOpen 2023-06-01
Series:International Journal of STEM Education
Subjects:
Learning assistant
LA
Undergraduate science
STEM
Chemistry education
Physics education
Online Access:https://doi.org/10.1186/s40594-023-00429-4

Internet

https://doi.org/10.1186/s40594-023-00429-4

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