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You searched for subject:(Graduate Teaching Assistant). Showing records 1 – 15 of 15 total matches.

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Oregon State University

1. Smith, Christina. Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development.

Degree: PhD, 2017, Oregon State University

 Providing transformational learning opportunities for undergraduate students demands changes to teaching practices. In large-enrollment introductory courses, graduate teaching assistants (GTAs) play an important role in… (more)

Subjects/Keywords: Graduate teaching assistant

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APA (6th Edition):

Smith, C. (2017). Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/61795

Chicago Manual of Style (16th Edition):

Smith, Christina. “Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development.” 2017. Doctoral Dissertation, Oregon State University. Accessed November 13, 2019. http://hdl.handle.net/1957/61795.

MLA Handbook (7th Edition):

Smith, Christina. “Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development.” 2017. Web. 13 Nov 2019.

Vancouver:

Smith C. Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development. [Internet] [Doctoral dissertation]. Oregon State University; 2017. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/1957/61795.

Council of Science Editors:

Smith C. Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development. [Doctoral Dissertation]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61795


Virginia Tech

2. Kajfez, Rachel Louis. The Motivation and Identity Development of Graduate Teaching Assistants in First-Year Engineering Programs.

Degree: PhD, Engineering Education, 2013, Virginia Tech

 Many engineering programs have a common content based first-year curriculum that all engineering students are required to take.  These courses tend to be large in… (more)

Subjects/Keywords: Identity; Motivation; Graduate Teaching Assistant

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APA (6th Edition):

Kajfez, R. L. (2013). The Motivation and Identity Development of Graduate Teaching Assistants in First-Year Engineering Programs. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51258

Chicago Manual of Style (16th Edition):

Kajfez, Rachel Louis. “The Motivation and Identity Development of Graduate Teaching Assistants in First-Year Engineering Programs.” 2013. Doctoral Dissertation, Virginia Tech. Accessed November 13, 2019. http://hdl.handle.net/10919/51258.

MLA Handbook (7th Edition):

Kajfez, Rachel Louis. “The Motivation and Identity Development of Graduate Teaching Assistants in First-Year Engineering Programs.” 2013. Web. 13 Nov 2019.

Vancouver:

Kajfez RL. The Motivation and Identity Development of Graduate Teaching Assistants in First-Year Engineering Programs. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10919/51258.

Council of Science Editors:

Kajfez RL. The Motivation and Identity Development of Graduate Teaching Assistants in First-Year Engineering Programs. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/51258


Bowling Green State University

3. Bates Holland, V. Lynne. Learning to Teach, Teaching to Learn: The Lived Experience of International Teaching Assistants at a Midwestern University.

Degree: PhD, Higher Education Administration, 2008, Bowling Green State University

  This study was undertaken to develop a deeper understanding of the lived experience of a select group of international teaching assistants and was specifically… (more)

Subjects/Keywords: Education; Higher Education; international teaching assistant; graduate teaching assistant; foreign teaching assistant; college teaching; university teaching

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APA (6th Edition):

Bates Holland, V. L. (2008). Learning to Teach, Teaching to Learn: The Lived Experience of International Teaching Assistants at a Midwestern University. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218226885

Chicago Manual of Style (16th Edition):

Bates Holland, V Lynne. “Learning to Teach, Teaching to Learn: The Lived Experience of International Teaching Assistants at a Midwestern University.” 2008. Doctoral Dissertation, Bowling Green State University. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218226885.

MLA Handbook (7th Edition):

Bates Holland, V Lynne. “Learning to Teach, Teaching to Learn: The Lived Experience of International Teaching Assistants at a Midwestern University.” 2008. Web. 13 Nov 2019.

Vancouver:

Bates Holland VL. Learning to Teach, Teaching to Learn: The Lived Experience of International Teaching Assistants at a Midwestern University. [Internet] [Doctoral dissertation]. Bowling Green State University; 2008. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218226885.

Council of Science Editors:

Bates Holland VL. Learning to Teach, Teaching to Learn: The Lived Experience of International Teaching Assistants at a Midwestern University. [Doctoral Dissertation]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218226885


University of Alberta

4. Beisiegel, Mary deRaeve. Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics.

Degree: PhD, Department of Secondary Education, 2009, University of Alberta

 Within the field of mathematics teacher education, mathematics graduate students have recently become subjects of investigation. While research in this area tends to focus on… (more)

Subjects/Keywords: teacher identity, post-secondary, mathematics, professor, graduate program, teaching assistant

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APA (6th Edition):

Beisiegel, M. d. (2009). Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/6682x4049

Chicago Manual of Style (16th Edition):

Beisiegel, Mary deRaeve. “Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics.” 2009. Doctoral Dissertation, University of Alberta. Accessed November 13, 2019. https://era.library.ualberta.ca/files/6682x4049.

MLA Handbook (7th Edition):

Beisiegel, Mary deRaeve. “Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics.” 2009. Web. 13 Nov 2019.

Vancouver:

Beisiegel Md. Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2019 Nov 13]. Available from: https://era.library.ualberta.ca/files/6682x4049.

Council of Science Editors:

Beisiegel Md. Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/6682x4049


Kansas State University

5. Barros, Patricia Cristina Monteiro de. “It’s easier to understand”: the effect of a speaker’s accent, visual cues, and background knowledge on listening comprehension.

Degree: MS, Department of Psychology, 2010, Kansas State University

 The increasing number of non-native English-speaking instructors in American universities constitutes an issue of controversial debate, concerning the interaction of native English- speaking students and… (more)

Subjects/Keywords: Listening comprehension; English native speaker graduate teaching assistant; English non-native speaker graduate teaching assistant; Instructor's communication skills; Instructor's accent; Visual cues; Psychology, Cognitive (0633)

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APA (6th Edition):

Barros, P. C. M. d. (2010). “It’s easier to understand”: the effect of a speaker’s accent, visual cues, and background knowledge on listening comprehension. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/4492

Chicago Manual of Style (16th Edition):

Barros, Patricia Cristina Monteiro de. ““It’s easier to understand”: the effect of a speaker’s accent, visual cues, and background knowledge on listening comprehension.” 2010. Masters Thesis, Kansas State University. Accessed November 13, 2019. http://hdl.handle.net/2097/4492.

MLA Handbook (7th Edition):

Barros, Patricia Cristina Monteiro de. ““It’s easier to understand”: the effect of a speaker’s accent, visual cues, and background knowledge on listening comprehension.” 2010. Web. 13 Nov 2019.

Vancouver:

Barros PCMd. “It’s easier to understand”: the effect of a speaker’s accent, visual cues, and background knowledge on listening comprehension. [Internet] [Masters thesis]. Kansas State University; 2010. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/2097/4492.

Council of Science Editors:

Barros PCMd. “It’s easier to understand”: the effect of a speaker’s accent, visual cues, and background knowledge on listening comprehension. [Masters Thesis]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/4492


Utah State University

6. Tulane, Sarah S. Effectiveness of Graduate Teaching Assistants.

Degree: MS, Family, Consumer, and Human Development, 2009, Utah State University

 The purpose of this study was to identify in which areas of teaching assistant responsibilities graduate teaching assistants, professors, and students viewed TAs as knowledgeable,… (more)

Subjects/Keywords: graduate student; graduate teaching assistant; teaching assistant; Teacher Education and Professional Development

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APA (6th Edition):

Tulane, S. S. (2009). Effectiveness of Graduate Teaching Assistants. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/463

Chicago Manual of Style (16th Edition):

Tulane, Sarah S. “Effectiveness of Graduate Teaching Assistants.” 2009. Masters Thesis, Utah State University. Accessed November 13, 2019. https://digitalcommons.usu.edu/etd/463.

MLA Handbook (7th Edition):

Tulane, Sarah S. “Effectiveness of Graduate Teaching Assistants.” 2009. Web. 13 Nov 2019.

Vancouver:

Tulane SS. Effectiveness of Graduate Teaching Assistants. [Internet] [Masters thesis]. Utah State University; 2009. [cited 2019 Nov 13]. Available from: https://digitalcommons.usu.edu/etd/463.

Council of Science Editors:

Tulane SS. Effectiveness of Graduate Teaching Assistants. [Masters Thesis]. Utah State University; 2009. Available from: https://digitalcommons.usu.edu/etd/463


Bowling Green State University

7. Wolf, Amie Caroline. Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities.

Degree: PhD, English/Rhetoric and Writing, 2009, Bowling Green State University

 This pilot study examines the new teaching assistant (TA) preparation programs used by Ohio universities, both public and private, that graduate students to staff first-year… (more)

Subjects/Keywords: Composition; Rhetoric; teaching assistant; graduate student; preparation; training; first-year writing; english; composition; writing

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APA (6th Edition):

Wolf, A. C. (2009). Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908

Chicago Manual of Style (16th Edition):

Wolf, Amie Caroline. “Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908.

MLA Handbook (7th Edition):

Wolf, Amie Caroline. “Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities.” 2009. Web. 13 Nov 2019.

Vancouver:

Wolf AC. Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908.

Council of Science Editors:

Wolf AC. Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1229701908


Utah State University

8. Kang, Minhee. Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant.

Degree: MS, Nutrition, Dietetics, and Food Sciences, 2017, Utah State University

  Higher student enrollment rates and evolving student expectations are current challenges for many universities.Today’s students expect teaching pedagogy that integrates technology and offers flexibility.… (more)

Subjects/Keywords: A graduate-level teaching assistant; General nutrition; Knowledge retention; Student engagement; Technology; Education; Nutrition

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APA (6th Edition):

Kang, M. (2017). Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5855

Chicago Manual of Style (16th Edition):

Kang, Minhee. “Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant.” 2017. Masters Thesis, Utah State University. Accessed November 13, 2019. https://digitalcommons.usu.edu/etd/5855.

MLA Handbook (7th Edition):

Kang, Minhee. “Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant.” 2017. Web. 13 Nov 2019.

Vancouver:

Kang M. Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant. [Internet] [Masters thesis]. Utah State University; 2017. [cited 2019 Nov 13]. Available from: https://digitalcommons.usu.edu/etd/5855.

Council of Science Editors:

Kang M. Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant. [Masters Thesis]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/5855


University of Minnesota

9. Justice, Nicola. Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model.

Degree: PhD, Educational Psychology, 2017, University of Minnesota

Graduate teaching assistants (GTAs) are responsible for instructing approximately 25% of introductory statistics courses in the United States (Blair, Kirkman, & Maxwell, 2013). Most research… (more)

Subjects/Keywords: communities of practice; graduate teaching assistant; statistics education; teacher beliefs; teacher development

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APA (6th Edition):

Justice, N. (2017). Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/188957

Chicago Manual of Style (16th Edition):

Justice, Nicola. “Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model.” 2017. Doctoral Dissertation, University of Minnesota. Accessed November 13, 2019. http://hdl.handle.net/11299/188957.

MLA Handbook (7th Edition):

Justice, Nicola. “Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model.” 2017. Web. 13 Nov 2019.

Vancouver:

Justice N. Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/11299/188957.

Council of Science Editors:

Justice N. Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/188957


Arizona State University

10. Pampel, Krysten Ashley. Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction.

Degree: Mathematics Education, 2017, Arizona State University

 The advancement of technology has substantively changed the practices of numerous professions, including teaching. When an instructor first adopts a new technology, established classroom practices… (more)

Subjects/Keywords: Mathematics education; Didactic Object; Education; Graduate Teaching Assistant; Practices; Rational Functions; Technology

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APA (6th Edition):

Pampel, K. A. (2017). Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/46220

Chicago Manual of Style (16th Edition):

Pampel, Krysten Ashley. “Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction.” 2017. Doctoral Dissertation, Arizona State University. Accessed November 13, 2019. http://repository.asu.edu/items/46220.

MLA Handbook (7th Edition):

Pampel, Krysten Ashley. “Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction.” 2017. Web. 13 Nov 2019.

Vancouver:

Pampel KA. Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Nov 13]. Available from: http://repository.asu.edu/items/46220.

Council of Science Editors:

Pampel KA. Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/46220


University of Cincinnati

11. KOENIG, KATHLEEN MARIE. STUDY OF THE ABILITY OF THE GRADUATE TEACHING ASSISTANT TO IMPLEMENT THE TUTORIALS IN INTRODUCTORY PHYSICS AND STUDENT PERFORMANCE.

Degree: PhD, Arts and Sciences : Interdisciplinary Studies, 2004, University of Cincinnati

 The purpose of this study was to investigate whether the teaching performance of graduate teaching assistants (TAs) influenced student performance through the use of the… (more)

Subjects/Keywords: Physics, General; physics education; Socratic dialogue; graduate teaching assistant

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APA (6th Edition):

KOENIG, K. M. (2004). STUDY OF THE ABILITY OF THE GRADUATE TEACHING ASSISTANT TO IMPLEMENT THE TUTORIALS IN INTRODUCTORY PHYSICS AND STUDENT PERFORMANCE. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092334240

Chicago Manual of Style (16th Edition):

KOENIG, KATHLEEN MARIE. “STUDY OF THE ABILITY OF THE GRADUATE TEACHING ASSISTANT TO IMPLEMENT THE TUTORIALS IN INTRODUCTORY PHYSICS AND STUDENT PERFORMANCE.” 2004. Doctoral Dissertation, University of Cincinnati. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092334240.

MLA Handbook (7th Edition):

KOENIG, KATHLEEN MARIE. “STUDY OF THE ABILITY OF THE GRADUATE TEACHING ASSISTANT TO IMPLEMENT THE TUTORIALS IN INTRODUCTORY PHYSICS AND STUDENT PERFORMANCE.” 2004. Web. 13 Nov 2019.

Vancouver:

KOENIG KM. STUDY OF THE ABILITY OF THE GRADUATE TEACHING ASSISTANT TO IMPLEMENT THE TUTORIALS IN INTRODUCTORY PHYSICS AND STUDENT PERFORMANCE. [Internet] [Doctoral dissertation]. University of Cincinnati; 2004. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092334240.

Council of Science Editors:

KOENIG KM. STUDY OF THE ABILITY OF THE GRADUATE TEACHING ASSISTANT TO IMPLEMENT THE TUTORIALS IN INTRODUCTORY PHYSICS AND STUDENT PERFORMANCE. [Doctoral Dissertation]. University of Cincinnati; 2004. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092334240

12. Katz, Pinna Rea. Becoming Culturally Competent: Clinical Service Learning in Physician Assistant Education.

Degree: 2011, Marquette University

 Background: Even though the need for culturally accessible, acceptable, and appropriate medical care for diverse populations is well established, there is a lack of research… (more)

Subjects/Keywords: Clinical competence; Service learning; Cultural competence; Medicine  – Study and teaching (Graduate); Medicine  – Study and teaching (Graduate)  – Case studies; Education  – Dissertations clinical competence; clinical service learning; cultural competence; cultural competence education; physician assistant; physician assistant education; Education

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APA (6th Edition):

Katz, P. R. (2011). Becoming Culturally Competent: Clinical Service Learning in Physician Assistant Education. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/dissertations_mu/114

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Katz, Pinna Rea. “Becoming Culturally Competent: Clinical Service Learning in Physician Assistant Education.” 2011. Thesis, Marquette University. Accessed November 13, 2019. https://epublications.marquette.edu/dissertations_mu/114.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Katz, Pinna Rea. “Becoming Culturally Competent: Clinical Service Learning in Physician Assistant Education.” 2011. Web. 13 Nov 2019.

Vancouver:

Katz PR. Becoming Culturally Competent: Clinical Service Learning in Physician Assistant Education. [Internet] [Thesis]. Marquette University; 2011. [cited 2019 Nov 13]. Available from: https://epublications.marquette.edu/dissertations_mu/114.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Katz PR. Becoming Culturally Competent: Clinical Service Learning in Physician Assistant Education. [Thesis]. Marquette University; 2011. Available from: https://epublications.marquette.edu/dissertations_mu/114

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Michigan Technological University

13. Pascoe, Anna. LEARNING TO NOTICE AND USE STUDENT THINKING IN UNDERGRADUATE MATHEMATICS COURSES.

Degree: MS, Department of Mathematical Sciences, 2016, Michigan Technological University

  The goal of this study was to evaluate the outcomes of an intervention focused on developing mathematics graduate teaching assistants’ skills of noticing and… (more)

Subjects/Keywords: teacher noticing; undergraduate mathematics education; graduate teacher assistant training; student-centered instruction; Educational Methods; Higher Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Pascoe, A. (2016). LEARNING TO NOTICE AND USE STUDENT THINKING IN UNDERGRADUATE MATHEMATICS COURSES. (Masters Thesis). Michigan Technological University. Retrieved from http://digitalcommons.mtu.edu/etdr/198

Chicago Manual of Style (16th Edition):

Pascoe, Anna. “LEARNING TO NOTICE AND USE STUDENT THINKING IN UNDERGRADUATE MATHEMATICS COURSES.” 2016. Masters Thesis, Michigan Technological University. Accessed November 13, 2019. http://digitalcommons.mtu.edu/etdr/198.

MLA Handbook (7th Edition):

Pascoe, Anna. “LEARNING TO NOTICE AND USE STUDENT THINKING IN UNDERGRADUATE MATHEMATICS COURSES.” 2016. Web. 13 Nov 2019.

Vancouver:

Pascoe A. LEARNING TO NOTICE AND USE STUDENT THINKING IN UNDERGRADUATE MATHEMATICS COURSES. [Internet] [Masters thesis]. Michigan Technological University; 2016. [cited 2019 Nov 13]. Available from: http://digitalcommons.mtu.edu/etdr/198.

Council of Science Editors:

Pascoe A. LEARNING TO NOTICE AND USE STUDENT THINKING IN UNDERGRADUATE MATHEMATICS COURSES. [Masters Thesis]. Michigan Technological University; 2016. Available from: http://digitalcommons.mtu.edu/etdr/198


University of Arizona

14. Belnap, Jason Knight. Putting TAs into Context: Understanding the graduate mathematics teaching assistant .

Degree: 2005, University of Arizona

 This yearlong dissertation study focused on understanding the experiences of domestic graduate mathematics teaching assistants (GMTAs) and the context in which they shape and develop… (more)

Subjects/Keywords: TA; Teacher preparation; graduate teaching assistant; training; teacher development; undergraduate instruction

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APA (6th Edition):

Belnap, J. K. (2005). Putting TAs into Context: Understanding the graduate mathematics teaching assistant . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194297

Chicago Manual of Style (16th Edition):

Belnap, Jason Knight. “Putting TAs into Context: Understanding the graduate mathematics teaching assistant .” 2005. Doctoral Dissertation, University of Arizona. Accessed November 13, 2019. http://hdl.handle.net/10150/194297.

MLA Handbook (7th Edition):

Belnap, Jason Knight. “Putting TAs into Context: Understanding the graduate mathematics teaching assistant .” 2005. Web. 13 Nov 2019.

Vancouver:

Belnap JK. Putting TAs into Context: Understanding the graduate mathematics teaching assistant . [Internet] [Doctoral dissertation]. University of Arizona; 2005. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10150/194297.

Council of Science Editors:

Belnap JK. Putting TAs into Context: Understanding the graduate mathematics teaching assistant . [Doctoral Dissertation]. University of Arizona; 2005. Available from: http://hdl.handle.net/10150/194297

15. DelMar, Sarah Nicole. Don't Call Me "Professor": Student Perceptions of Graduate Instructor Ethos.

Degree: MA, English, 2012, University of Dayton

Graduate Teaching Assistants hold a unique role, a dual identity as both aninstructor and a student. Most frequently, Graduate Teaching Assistants in English develop their… (more)

Subjects/Keywords: Composition; Educational Theory; Higher Education; Rhetoric; Graduate Teaching Assistant Ethos; Student Perceptions; Instructor Ethos; Graduate Teaching Assistant Training; Teacher Ethos; Teaching Composition Courses

…totaling 200 students taught by a single Graduate Teaching Assistant during his or her… …established. This immediate judgment can be detrimental to Graduate Teaching Assistant ethos by… …limiting a student’s ability to trust and believe his or her Graduate Teaching Assistant… …relevant findings of student perceptions of Graduate Teaching Assistant ethos. Then I move to… …x22; CHAPTER 3 SURVEY DATA OF STUDENTS’ PERCEPTIONS ABOUT GRADUATE TEACHING ASSISTANT… 

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APA (6th Edition):

DelMar, S. N. (2012). Don't Call Me "Professor": Student Perceptions of Graduate Instructor Ethos. (Masters Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343163225

Chicago Manual of Style (16th Edition):

DelMar, Sarah Nicole. “Don't Call Me "Professor": Student Perceptions of Graduate Instructor Ethos.” 2012. Masters Thesis, University of Dayton. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343163225.

MLA Handbook (7th Edition):

DelMar, Sarah Nicole. “Don't Call Me "Professor": Student Perceptions of Graduate Instructor Ethos.” 2012. Web. 13 Nov 2019.

Vancouver:

DelMar SN. Don't Call Me "Professor": Student Perceptions of Graduate Instructor Ethos. [Internet] [Masters thesis]. University of Dayton; 2012. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343163225.

Council of Science Editors:

DelMar SN. Don't Call Me "Professor": Student Perceptions of Graduate Instructor Ethos. [Masters Thesis]. University of Dayton; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343163225

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