Professional development combining cognitive apprenticeship and expectancy-value theories improves lab teaching assistants’ instructional views and practices-Reference-Cited by-同舟云学术

Professional development combining cognitive apprenticeship and expectancy-value theories improves lab teaching assistants’ instructional views and practices

Published:2020-07-10 Issue:2 Volume:16 Page:
ISSN:2469-9896
Container-title:Physical Review Physics Education Research
language:en
Short-container-title:Phys. Rev. Phys. Educ. Res.

Author:

Doucette Danny^ORCID,Clark Russell^ORCID,Singh Chandralekha^ORCID

Funder

National Science Foundation

Publisher

American Physical Society (APS)

Subject

General Physics and Astronomy,Education

Link

http://harvest.aps.org/v2/journals/articles/10.1103/PhysRevPhysEducRes.16.020102/fulltext

Reference71 articles.

1. Training graduate teaching assistants to be better undergraduate physics educators

2. Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants

3. The challenges of changing teaching assistants’ grading practices: Requiring students to show evidence of understanding

4. Physics postgraduate teaching assistants’ grading approaches: conflicting goals and practices

5. Categorization of problems to assess and improve proficiency as teachers and learners

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