Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Ashley A. Geraets"'
Publikováno v:
International Journal of STEM Education, Vol 10, Iss 1, Pp 1-17 (2023)
Abstract Background In college science laboratory and discussion sections, student-centered active learning strategies have been implemented to improve student learning outcomes and experiences. Research has shown that active learning activities can
Externí odkaz:
https://doaj.org/article/958299dc9572483fbf365f635ea32476
Autor:
Constance M. Doty, Ashley A. Geraets, Tong Wan, Christopher A. Nix, Erin K. H. Saitta, Jacquelyn J. Chini
Publikováno v:
Physical Review Physics Education Research, Vol 19, Iss 2, p 020101 (2023)
Physics graduate teaching assistants (GTAs) are tasked with multifaceted teaching assignments, such as leading tutorials and inquiry-based laboratories, yet their professional development rarely includes opportunities to rehearse complex pedagogical
Externí odkaz:
https://doaj.org/article/499e987734a043a08328066d2b55fc0f
Publikováno v:
International Journal of STEM Education, Vol 7, Iss 1, Pp 1-21 (2020)
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
Externí odkaz:
https://doaj.org/article/6c04a7398a414da99699dcd256ad6ad4
Autor:
Tong Wan, Constance M. Doty, Ashley A. Geraets, Christopher A. Nix, Erin K. H. Saitta, Jacquelyn J. Chini
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 1, p 010146 (2021)
In this study, we evaluate the impact of rehearsing teaching skills in a mixed-reality classroom simulator on graduate teaching assistants’ (GTAs) instructional practices as well as undergraduate student learning outcomes. The simulator training is
Externí odkaz:
https://doaj.org/article/7e7eca63ccb04393b62601c9a4339914
Autor:
Isadore L. Nottolini, Jacquelyn J. Chini, Ashley A. Geraets, Constance M. Doty, Erin K. H. Saitta, Tong Wan
Publikováno v:
Journal of Science Education and Technology. 30:829-840
There is an assumption that graduate teaching assistants (GTAs) have mastery of the chemistry content they are teaching and preparation to instruct students. However, in reformed classrooms, GTAs may need more support and resources. We designed chemi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c3b62b4af2bd44143899432b61430a3d
https://doi.org/10.1007/s10956-021-09923-2
https://doi.org/10.1007/s10956-021-09923-2
Publikováno v:
International Journal of STEM Education, Vol 7, Iss 1, Pp 1-21 (2020)
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 impac
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bfd16b71b61c84127277bb05f5984253
http://link.springer.com/article/10.1186/s40594-020-00229-0
http://link.springer.com/article/10.1186/s40594-020-00229-0
Autor:
Christopher A. Nix, Erin K. H. Saitta, Constance M. Doty, Jacquelyn J. Chini, Tong Wan, Ashley A. Geraets
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 1, p 010146 (2021)
In this study, we evaluate the impact of rehearsing teaching skills in a mixed-reality classroom simulator on graduate teaching assistants’ (GTAs) instructional practices as well as undergraduate student learning outcomes. The simulator training is
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::895f84e55e7612c22dcd6b0babf5ec48
https://doaj.org/article/7e7eca63ccb04393b62601c9a4339914
https://doaj.org/article/7e7eca63ccb04393b62601c9a4339914
Autor:
Tong Wan, Constance M. Doty, Ashley A. Geraets, Christopher A. Nix, Jacquelyn J. Chini, Erin K. H. Saitta
Publikováno v:
2020 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9a53d0e219e78b4b502c33f44d2e5674
https://doi.org/10.1119/perc.2020.pr.doty
https://doi.org/10.1119/perc.2020.pr.doty
Publikováno v:
2019 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::72c618bada12b44bf65f20d03d3d525a
https://doi.org/10.1119/perc.2019.pr.doty
https://doi.org/10.1119/perc.2019.pr.doty
Publikováno v:
2019 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6b83901624596fe698b847557ee29781
https://doi.org/10.1119/perc.2019.pr.wan
https://doi.org/10.1119/perc.2019.pr.wan