Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(graduate teaching assistants). Showing records 1 – 30 of 61 total matches.

[1] [2] [3]

Search Limiters

Last 2 Years | English Only

Levels

▼ Search Limiters


University of Illinois – Chicago

1. Schroeder, Lianne. Chemistry Graduate Teaching Assistant Identity Development.

Degree: 2017, University of Illinois – Chicago

 This study was designed to better understand how new chemistry graduate students develop a teaching identity as GTAs. Utilizing two complementary conceptual frameworks, Wenger’s Community… (more)

Subjects/Keywords: Graduate Teaching Assistants; Identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schroeder, L. (2017). Chemistry Graduate Teaching Assistant Identity Development. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22184

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):

Schroeder, Lianne. “Chemistry Graduate Teaching Assistant Identity Development.” 2017. Thesis, University of Illinois – Chicago. Accessed May 20, 2019. http://hdl.handle.net/10027/22184.

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

MLA Handbook (7th Edition):

Schroeder, Lianne. “Chemistry Graduate Teaching Assistant Identity Development.” 2017. Web. 20 May 2019.

Vancouver:

Schroeder L. Chemistry Graduate Teaching Assistant Identity Development. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/10027/22184.

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

Council of Science Editors:

Schroeder L. Chemistry Graduate Teaching Assistant Identity Development. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22184

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


Oregon State University

2. Meitl, Jennifer L. Graduate teaching assistant (GTA) development in the college classroom.

Degree: MS, College Student Services Administration, 2008, Oregon State University

 The graduate student population has been traditionally overlooked within higher education. However, within recent decades, much research has been devoted to addressing the multiple facets… (more)

Subjects/Keywords: graduate teaching assistants; Graduate teaching assistants  – Training of  – Northwest, Pacific

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Meitl, J. L. (2008). Graduate teaching assistant (GTA) development in the college classroom. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/9147

Chicago Manual of Style (16th Edition):

Meitl, Jennifer L. “Graduate teaching assistant (GTA) development in the college classroom.” 2008. Masters Thesis, Oregon State University. Accessed May 20, 2019. http://hdl.handle.net/1957/9147.

MLA Handbook (7th Edition):

Meitl, Jennifer L. “Graduate teaching assistant (GTA) development in the college classroom.” 2008. Web. 20 May 2019.

Vancouver:

Meitl JL. Graduate teaching assistant (GTA) development in the college classroom. [Internet] [Masters thesis]. Oregon State University; 2008. [cited 2019 May 20]. Available from: http://hdl.handle.net/1957/9147.

Council of Science Editors:

Meitl JL. Graduate teaching assistant (GTA) development in the college classroom. [Masters Thesis]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/9147


Montana State University

3. Trouba, Jerome Charles. The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants.

Degree: College of Letters & Science, 2009, Montana State University

 To help train new graduate mathematics teaching assistants (GMTAs), a teacher training workshop was designed based on K-12 literature on the components of effective professional… (more)

Subjects/Keywords: Graduate teaching assistants.; Teachers Training of.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Trouba, J. C. (2009). The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2445

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):

Trouba, Jerome Charles. “The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants.” 2009. Thesis, Montana State University. Accessed May 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2445.

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

MLA Handbook (7th Edition):

Trouba, Jerome Charles. “The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants.” 2009. Web. 20 May 2019.

Vancouver:

Trouba JC. The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants. [Internet] [Thesis]. Montana State University; 2009. [cited 2019 May 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2445.

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

Council of Science Editors:

Trouba JC. The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants. [Thesis]. Montana State University; 2009. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2445

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


University of Tennessee – Knoxville

4. Francis, Tam’ra-Kay Alisia. Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs).

Degree: 2018, University of Tennessee – Knoxville

Graduate students are responsible for much undergraduate instruction (Boyle & Boice, 1998; Luft et al., 2004; Miller, Brickman and Oliver, 2014) and need professional learning… (more)

Subjects/Keywords: Graduate Students; Teaching Identity; Graduate Teaching Assistants; STEM; Science; Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Francis, T. A. (2018). Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs). (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4966

Chicago Manual of Style (16th Edition):

Francis, Tam’ra-Kay Alisia. “Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs).” 2018. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed May 20, 2019. https://trace.tennessee.edu/utk_graddiss/4966.

MLA Handbook (7th Edition):

Francis, Tam’ra-Kay Alisia. “Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs).” 2018. Web. 20 May 2019.

Vancouver:

Francis TA. Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs). [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2018. [cited 2019 May 20]. Available from: https://trace.tennessee.edu/utk_graddiss/4966.

Council of Science Editors:

Francis TA. Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs). [Doctoral Dissertation]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_graddiss/4966


University of Missouri – Columbia

5. Sanders, Harlow Stewart. Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant.

Degree: 2014, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The researcher conducted a hierarchical linear modeling (HLM) analysis of 2,688 online mid-semester surveys of… (more)

Subjects/Keywords: Author supplied: International teaching assistants; ITA; Graduate teaching assistants, Foreign; Oral communication

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sanders, H. S. (2014). Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/44165

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):

Sanders, Harlow Stewart. “Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant.” 2014. Thesis, University of Missouri – Columbia. Accessed May 20, 2019. http://hdl.handle.net/10355/44165.

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

MLA Handbook (7th Edition):

Sanders, Harlow Stewart. “Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant.” 2014. Web. 20 May 2019.

Vancouver:

Sanders HS. Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant. [Internet] [Thesis]. University of Missouri – Columbia; 2014. [cited 2019 May 20]. Available from: http://hdl.handle.net/10355/44165.

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

Council of Science Editors:

Sanders HS. Speaking skills or communication? : What undergraduate students say makes an effective international teaching assistant. [Thesis]. University of Missouri – Columbia; 2014. Available from: http://hdl.handle.net/10355/44165

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


Oregon State University

6. DeChenne, Sue Ellen. Learning to teach effectively : science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy.

Degree: PhD, Science Education, 2010, Oregon State University

Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they… (more)

Subjects/Keywords: Teaching Self-Efficacy; Graduate teaching assistants  – Rating of

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

DeChenne, S. E. (2010). Learning to teach effectively : science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/15737

Chicago Manual of Style (16th Edition):

DeChenne, Sue Ellen. “Learning to teach effectively : science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy.” 2010. Doctoral Dissertation, Oregon State University. Accessed May 20, 2019. http://hdl.handle.net/1957/15737.

MLA Handbook (7th Edition):

DeChenne, Sue Ellen. “Learning to teach effectively : science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy.” 2010. Web. 20 May 2019.

Vancouver:

DeChenne SE. Learning to teach effectively : science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy. [Internet] [Doctoral dissertation]. Oregon State University; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/1957/15737.

Council of Science Editors:

DeChenne SE. Learning to teach effectively : science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy. [Doctoral Dissertation]. Oregon State University; 2010. Available from: http://hdl.handle.net/1957/15737


The Ohio State University

7. Walcott, John Wesley. Graduate students as part-time teachers at the Ohio State University.

Degree: PhD, Graduate School, 1961, The Ohio State University

Subjects/Keywords: Education; Graduate teaching assistants

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Walcott, J. W. (1961). Graduate students as part-time teachers at the Ohio State University. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486483774542971

Chicago Manual of Style (16th Edition):

Walcott, John Wesley. “Graduate students as part-time teachers at the Ohio State University.” 1961. Doctoral Dissertation, The Ohio State University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486483774542971.

MLA Handbook (7th Edition):

Walcott, John Wesley. “Graduate students as part-time teachers at the Ohio State University.” 1961. Web. 20 May 2019.

Vancouver:

Walcott JW. Graduate students as part-time teachers at the Ohio State University. [Internet] [Doctoral dissertation]. The Ohio State University; 1961. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486483774542971.

Council of Science Editors:

Walcott JW. Graduate students as part-time teachers at the Ohio State University. [Doctoral Dissertation]. The Ohio State University; 1961. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486483774542971


University of Kentucky

8. Dixon, Kelly Elizabeth. SOCIALIZATION, SOCIAL SUPPORT, AND SOCIAL COGNITIVE THEORY: AN EXAMINATION OF THE GRADUATE TEACHING ASSISTANT.

Degree: 2012, University of Kentucky

Graduate teaching assistants (GTAs) face the unknown as they negotiate their multiple roles and identities within the graduate school and classroom setting as teachers, students,… (more)

Subjects/Keywords: Socialization; Social Support; Observation; Behavior Modeling; Graduate Teaching Assistants; Communication

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dixon, K. E. (2012). SOCIALIZATION, SOCIAL SUPPORT, AND SOCIAL COGNITIVE THEORY: AN EXAMINATION OF THE GRADUATE TEACHING ASSISTANT. (Doctoral Dissertation). University of Kentucky. Retrieved from http://uknowledge.uky.edu/comm_etds/6

Chicago Manual of Style (16th Edition):

Dixon, Kelly Elizabeth. “SOCIALIZATION, SOCIAL SUPPORT, AND SOCIAL COGNITIVE THEORY: AN EXAMINATION OF THE GRADUATE TEACHING ASSISTANT.” 2012. Doctoral Dissertation, University of Kentucky. Accessed May 20, 2019. http://uknowledge.uky.edu/comm_etds/6.

MLA Handbook (7th Edition):

Dixon, Kelly Elizabeth. “SOCIALIZATION, SOCIAL SUPPORT, AND SOCIAL COGNITIVE THEORY: AN EXAMINATION OF THE GRADUATE TEACHING ASSISTANT.” 2012. Web. 20 May 2019.

Vancouver:

Dixon KE. SOCIALIZATION, SOCIAL SUPPORT, AND SOCIAL COGNITIVE THEORY: AN EXAMINATION OF THE GRADUATE TEACHING ASSISTANT. [Internet] [Doctoral dissertation]. University of Kentucky; 2012. [cited 2019 May 20]. Available from: http://uknowledge.uky.edu/comm_etds/6.

Council of Science Editors:

Dixon KE. SOCIALIZATION, SOCIAL SUPPORT, AND SOCIAL COGNITIVE THEORY: AN EXAMINATION OF THE GRADUATE TEACHING ASSISTANT. [Doctoral Dissertation]. University of Kentucky; 2012. Available from: http://uknowledge.uky.edu/comm_etds/6


University of California – San Diego

9. Milbourne, Hayley Miles-Leighton. How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development.

Degree: Math & Sci Educ (Jnt Doc SDSU), 2018, University of California – San Diego

 Across the nation, there is increasing national interest in improving the way mathematics departments prepare their graduate teaching assistants (GTAs) because of their integral role… (more)

Subjects/Keywords: Mathematics education; Active Learning; Calculus; Graduate Teaching Assistants; Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Milbourne, H. M. (2018). How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/6x90r4t8

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):

Milbourne, Hayley Miles-Leighton. “How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development.” 2018. Thesis, University of California – San Diego. Accessed May 20, 2019. http://www.escholarship.org/uc/item/6x90r4t8.

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

MLA Handbook (7th Edition):

Milbourne, Hayley Miles-Leighton. “How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development.” 2018. Web. 20 May 2019.

Vancouver:

Milbourne HM. How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development. [Internet] [Thesis]. University of California – San Diego; 2018. [cited 2019 May 20]. Available from: http://www.escholarship.org/uc/item/6x90r4t8.

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

Council of Science Editors:

Milbourne HM. How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development. [Thesis]. University of California – San Diego; 2018. Available from: http://www.escholarship.org/uc/item/6x90r4t8

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


Clemson University

10. Kardohely, Andrew. Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development.

Degree: MS, Biological Sciences, 2017, Clemson University

 The American economy hinges on the health and production of science, technology engineering and mathematics workforce (STEM). Although this sector of the American workforce represents… (more)

Subjects/Keywords: Biology Education; Classroom Community; Classroom Community Index; Graduate Teaching Assistants; Persistence

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kardohely, A. (2017). Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development. (Masters Thesis). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_theses/2705

Chicago Manual of Style (16th Edition):

Kardohely, Andrew. “Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development.” 2017. Masters Thesis, Clemson University. Accessed May 20, 2019. https://tigerprints.clemson.edu/all_theses/2705.

MLA Handbook (7th Edition):

Kardohely, Andrew. “Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development.” 2017. Web. 20 May 2019.

Vancouver:

Kardohely A. Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development. [Internet] [Masters thesis]. Clemson University; 2017. [cited 2019 May 20]. Available from: https://tigerprints.clemson.edu/all_theses/2705.

Council of Science Editors:

Kardohely A. Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development. [Masters Thesis]. Clemson University; 2017. Available from: https://tigerprints.clemson.edu/all_theses/2705

11. Hagi-Mohamed, Anisa. Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL.

Degree: MA, English, 2018, St. Cloud State University

  Historically, the native and nonnative speaker dichotomy has been very limiting and marginalizing to an estimated 1 billion nonnative English speakers worldwide. Furthermore, the… (more)

Subjects/Keywords: native; nonnative; language identity; perceptions; TESOL; graduate teaching assistants

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hagi-Mohamed, A. (2018). Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/128

Chicago Manual of Style (16th Edition):

Hagi-Mohamed, Anisa. “Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL.” 2018. Masters Thesis, St. Cloud State University. Accessed May 20, 2019. https://repository.stcloudstate.edu/engl_etds/128.

MLA Handbook (7th Edition):

Hagi-Mohamed, Anisa. “Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL.” 2018. Web. 20 May 2019.

Vancouver:

Hagi-Mohamed A. Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2019 May 20]. Available from: https://repository.stcloudstate.edu/engl_etds/128.

Council of Science Editors:

Hagi-Mohamed A. Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/128


University of Alberta

12. Woollard, Lorraine Marie. "Training" graduate students to teach.

Degree: Master of Education in Adult and Higher Education, Department of Educational Policy Studies, 1999, University of Alberta

Subjects/Keywords: Effective teaching.; Graduate teaching assistants – Canada.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Woollard, L. M. (1999). "Training" graduate students to teach. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bv73c2706

Chicago Manual of Style (16th Edition):

Woollard, Lorraine Marie. “"Training" graduate students to teach.” 1999. Masters Thesis, University of Alberta. Accessed May 20, 2019. https://era.library.ualberta.ca/files/bv73c2706.

MLA Handbook (7th Edition):

Woollard, Lorraine Marie. “"Training" graduate students to teach.” 1999. Web. 20 May 2019.

Vancouver:

Woollard LM. "Training" graduate students to teach. [Internet] [Masters thesis]. University of Alberta; 1999. [cited 2019 May 20]. Available from: https://era.library.ualberta.ca/files/bv73c2706.

Council of Science Editors:

Woollard LM. "Training" graduate students to teach. [Masters Thesis]. University of Alberta; 1999. Available from: https://era.library.ualberta.ca/files/bv73c2706


The Ohio State University

13. Iommi, Morgan. Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance.

Degree: PhD, Communication, 2017, The Ohio State University

 This dissertation proposes a modified version of the Integrative Model of Behavior Prediction (Fishbein, 2000) to understand motivations affecting Ohio State University Graduate Teaching Assistants(more)

Subjects/Keywords: Communication; Graduate Teaching Assistants, Teaching Development, Behavior Prediction, Integrative Model of Behavior Prediction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Iommi, M. (2017). Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1494169702403228

Chicago Manual of Style (16th Edition):

Iommi, Morgan. “Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance.” 2017. Doctoral Dissertation, The Ohio State University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494169702403228.

MLA Handbook (7th Edition):

Iommi, Morgan. “Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance.” 2017. Web. 20 May 2019.

Vancouver:

Iommi M. Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1494169702403228.

Council of Science Editors:

Iommi M. Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1494169702403228


University of Tennessee – Knoxville

14. Wisniewski, Carolyn Anne. Graduate Teaching Assistants' Development of Expertise in Teaching First-Year Composition.

Degree: 2014, University of Tennessee – Knoxville

 The purpose of this study was to learn about the processes by which novice college composition teachers develop pedagogical thinking, including how graduate teaching assistants(more)

Subjects/Keywords: graduate teaching assistants; first-year composition; teaching expertise; reflective practice; qualitative research; Rhetoric and Composition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wisniewski, C. A. (2014). Graduate Teaching Assistants' Development of Expertise in Teaching First-Year Composition. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2906

Chicago Manual of Style (16th Edition):

Wisniewski, Carolyn Anne. “Graduate Teaching Assistants' Development of Expertise in Teaching First-Year Composition.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed May 20, 2019. https://trace.tennessee.edu/utk_graddiss/2906.

MLA Handbook (7th Edition):

Wisniewski, Carolyn Anne. “Graduate Teaching Assistants' Development of Expertise in Teaching First-Year Composition.” 2014. Web. 20 May 2019.

Vancouver:

Wisniewski CA. Graduate Teaching Assistants' Development of Expertise in Teaching First-Year Composition. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2019 May 20]. Available from: https://trace.tennessee.edu/utk_graddiss/2906.

Council of Science Editors:

Wisniewski CA. Graduate Teaching Assistants' Development of Expertise in Teaching First-Year Composition. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2906

15. Grose, Jill D. TA tales : [re]storying the teaching and learning experiences of university teaching assistants .

Degree: Department of Graduate and Undergraduate Studies in Education, 2012, Brock University

 This inquiry examines reported critical incidents that shaped the lived experience of 5 university TAs as they negotiated multiple roles and relationships within the teaching(more)

Subjects/Keywords: Graduate teaching assistants; Teaching experiences

…about how the experience is perceived by the teaching assistants themselves. Work as a TA is… …teaching assistants tend to learn about teaching from peers rather than from professors. For… …15). Teaching assistantships are often awarded automatically as part ofa graduate… …literature on undergraduate teaching assistants (UTAs) often refers to their involvement… …receive none is an oxymoron thriving only in teaching hospitals and in universities. I did… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Grose, J. D. (2012). TA tales : [re]storying the teaching and learning experiences of university teaching assistants . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3964

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):

Grose, Jill D. “TA tales : [re]storying the teaching and learning experiences of university teaching assistants .” 2012. Thesis, Brock University. Accessed May 20, 2019. http://hdl.handle.net/10464/3964.

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

MLA Handbook (7th Edition):

Grose, Jill D. “TA tales : [re]storying the teaching and learning experiences of university teaching assistants .” 2012. Web. 20 May 2019.

Vancouver:

Grose JD. TA tales : [re]storying the teaching and learning experiences of university teaching assistants . [Internet] [Thesis]. Brock University; 2012. [cited 2019 May 20]. Available from: http://hdl.handle.net/10464/3964.

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

Council of Science Editors:

Grose JD. TA tales : [re]storying the teaching and learning experiences of university teaching assistants . [Thesis]. Brock University; 2012. Available from: http://hdl.handle.net/10464/3964

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


The Ohio State University

16. Barella, Richard Vincent. A follow-up study of graduate service assistants who received a master's degree in industrial education from Ball State University – 1953 to 1973.

Degree: PhD, Graduate School, 1975, The Ohio State University

Subjects/Keywords: Education; Technical education; Graduate teaching assistants

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Barella, R. V. (1975). A follow-up study of graduate service assistants who received a master's degree in industrial education from Ball State University – 1953 to 1973. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486993975342901

Chicago Manual of Style (16th Edition):

Barella, Richard Vincent. “A follow-up study of graduate service assistants who received a master's degree in industrial education from Ball State University – 1953 to 1973.” 1975. Doctoral Dissertation, The Ohio State University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486993975342901.

MLA Handbook (7th Edition):

Barella, Richard Vincent. “A follow-up study of graduate service assistants who received a master's degree in industrial education from Ball State University – 1953 to 1973.” 1975. Web. 20 May 2019.

Vancouver:

Barella RV. A follow-up study of graduate service assistants who received a master's degree in industrial education from Ball State University – 1953 to 1973. [Internet] [Doctoral dissertation]. The Ohio State University; 1975. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486993975342901.

Council of Science Editors:

Barella RV. A follow-up study of graduate service assistants who received a master's degree in industrial education from Ball State University – 1953 to 1973. [Doctoral Dissertation]. The Ohio State University; 1975. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486993975342901


The Ohio State University

17. Davis, Brian Kenneth. A study of the effectiveness of training for foreign teaching assistants.

Degree: PhD, Graduate School, 1984, The Ohio State University

Subjects/Keywords: Education; Graduate teaching assistants; Students; Teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Davis, B. K. (1984). A study of the effectiveness of training for foreign teaching assistants. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487253838522901

Chicago Manual of Style (16th Edition):

Davis, Brian Kenneth. “A study of the effectiveness of training for foreign teaching assistants.” 1984. Doctoral Dissertation, The Ohio State University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487253838522901.

MLA Handbook (7th Edition):

Davis, Brian Kenneth. “A study of the effectiveness of training for foreign teaching assistants.” 1984. Web. 20 May 2019.

Vancouver:

Davis BK. A study of the effectiveness of training for foreign teaching assistants. [Internet] [Doctoral dissertation]. The Ohio State University; 1984. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487253838522901.

Council of Science Editors:

Davis BK. A study of the effectiveness of training for foreign teaching assistants. [Doctoral Dissertation]. The Ohio State University; 1984. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487253838522901


Texas A&M University

18. Ates, Burcu. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.

Degree: 2010, Texas A&M University

 The purpose of this dissertation was to investigate the perceptions of preservice teachers toward native and nonnative English speaking (NES and NNES) graduate teaching assistants(more)

Subjects/Keywords: Native and Nonnative English Speaking Graduate Teaching Assistants; Preservice Teachers; ESL Methodology Courses

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ates, B. (2010). Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56

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):

Ates, Burcu. “Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.” 2010. Thesis, Texas A&M University. Accessed May 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56.

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

MLA Handbook (7th Edition):

Ates, Burcu. “Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.” 2010. Web. 20 May 2019.

Vancouver:

Ates B. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56.

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

Council of Science Editors:

Ates B. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56

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


Montana Tech

19. Johnson, Leah R. Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy.

Degree: MA, 2016, Montana Tech

  The effects of providing training for Graduate Teaching Assistants (GTAs) in the implementation of immediacy behaviors on the creation of a supportive classroom environment… (more)

Subjects/Keywords: Needs Centered Training Model; Graduate Teaching Assistants; Teacher Immediacy; Supportive Classroom Environment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johnson, L. R. (2016). Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10673

Chicago Manual of Style (16th Edition):

Johnson, Leah R. “Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy.” 2016. Masters Thesis, Montana Tech. Accessed May 20, 2019. https://scholarworks.umt.edu/etd/10673.

MLA Handbook (7th Edition):

Johnson, Leah R. “Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy.” 2016. Web. 20 May 2019.

Vancouver:

Johnson LR. Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy. [Internet] [Masters thesis]. Montana Tech; 2016. [cited 2019 May 20]. Available from: https://scholarworks.umt.edu/etd/10673.

Council of Science Editors:

Johnson LR. Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy. [Masters Thesis]. Montana Tech; 2016. Available from: https://scholarworks.umt.edu/etd/10673


Virginia Tech

20. Cover, Jennifer. Disciplinary Participation and Genre Acquisition of Graduate Teaching Assistants in Composition.

Degree: PhD, Educational Research, 2011, Virginia Tech

 This project focuses on the way that new graduate teaching assistants (GTAs) in English develop both their professional identity as teachers and their view of… (more)

Subjects/Keywords: writing program administration; teacher preparation; graduate teaching assistants; disciplinary enculturation; disciplinarity; composition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cover, J. (2011). Disciplinary Participation and Genre Acquisition of Graduate Teaching Assistants in Composition. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77374

Chicago Manual of Style (16th Edition):

Cover, Jennifer. “Disciplinary Participation and Genre Acquisition of Graduate Teaching Assistants in Composition.” 2011. Doctoral Dissertation, Virginia Tech. Accessed May 20, 2019. http://hdl.handle.net/10919/77374.

MLA Handbook (7th Edition):

Cover, Jennifer. “Disciplinary Participation and Genre Acquisition of Graduate Teaching Assistants in Composition.” 2011. Web. 20 May 2019.

Vancouver:

Cover J. Disciplinary Participation and Genre Acquisition of Graduate Teaching Assistants in Composition. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10919/77374.

Council of Science Editors:

Cover J. Disciplinary Participation and Genre Acquisition of Graduate Teaching Assistants in Composition. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77374

21. Kim, Hee Jung. Graduate teaching assistants' mathematical understanding for teaching trigonometry.

Degree: PhD, Mathematics Education, 2013, University of Georgia

 This study described the mathematical understanding, exhibited by graduate teaching assistants in a Department of Mathematics (GTA-Ms), that is useful for teaching trigonometry. The following… (more)

Subjects/Keywords: Graduate teaching assistants in mathematics

…the time of their employment, graduate teaching assistants bring various backgrounds to the… …including graduate teaching assistants in the Department of Mathematics is indeed necessary to… …are one of the largest employers of graduate teaching assistants (GTAs) among U.S… …colleges and universities (Henderson, 1997). Graduate teaching assistants in… …Foundation. 13 Definition of Terms Graduate teaching assistants in the Department of Mathematics… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kim, H. J. (2013). Graduate teaching assistants' mathematical understanding for teaching trigonometry. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kim_hee-jung_201305_phd

Chicago Manual of Style (16th Edition):

Kim, Hee Jung. “Graduate teaching assistants' mathematical understanding for teaching trigonometry.” 2013. Doctoral Dissertation, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/kim_hee-jung_201305_phd.

MLA Handbook (7th Edition):

Kim, Hee Jung. “Graduate teaching assistants' mathematical understanding for teaching trigonometry.” 2013. Web. 20 May 2019.

Vancouver:

Kim HJ. Graduate teaching assistants' mathematical understanding for teaching trigonometry. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/kim_hee-jung_201305_phd.

Council of Science Editors:

Kim HJ. Graduate teaching assistants' mathematical understanding for teaching trigonometry. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/kim_hee-jung_201305_phd


University of Tennessee – Knoxville

22. Kendall, Katharina Denise. Undergraduate perception of introductory lecture and laboratory biology instructors at the University of Tennessee Knoxville.

Degree: 2013, University of Tennessee – Knoxville

 Undergraduate students entering the higher education system are often unaware of the diverse teaching and learning community they will encounter, including the different instructor types… (more)

Subjects/Keywords: Biology Education; Teaching; Higher Education; Graduate Teaching Assistants; Professional Development; Faculty Members; Biology; Higher Education and Teaching; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kendall, K. D. (2013). Undergraduate perception of introductory lecture and laboratory biology instructors at the University of Tennessee Knoxville. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/1747

Chicago Manual of Style (16th Edition):

Kendall, Katharina Denise. “Undergraduate perception of introductory lecture and laboratory biology instructors at the University of Tennessee Knoxville.” 2013. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed May 20, 2019. https://trace.tennessee.edu/utk_graddiss/1747.

MLA Handbook (7th Edition):

Kendall, Katharina Denise. “Undergraduate perception of introductory lecture and laboratory biology instructors at the University of Tennessee Knoxville.” 2013. Web. 20 May 2019.

Vancouver:

Kendall KD. Undergraduate perception of introductory lecture and laboratory biology instructors at the University of Tennessee Knoxville. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2013. [cited 2019 May 20]. Available from: https://trace.tennessee.edu/utk_graddiss/1747.

Council of Science Editors:

Kendall KD. Undergraduate perception of introductory lecture and laboratory biology instructors at the University of Tennessee Knoxville. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2013. Available from: https://trace.tennessee.edu/utk_graddiss/1747


University of Akron

23. McCrea, Laura Grove. An Investigation of the Relationship Between Graduate Teaching assistants’ Teaching Self-Efficacy and Attributions for Students’ Learning.

Degree: PhD, Counseling Psychology, 2006, University of Akron

Teaching self-efficacy (TSE) refers to teachers’ expectations that they can help students learn (Ashton & Webb, 1986). A significant amount of research has explored the… (more)

Subjects/Keywords: graduate teaching assistants; teaching self-efficacy; teacher attributions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McCrea, L. G. (2006). An Investigation of the Relationship Between Graduate Teaching assistants’ Teaching Self-Efficacy and Attributions for Students’ Learning. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1144943095

Chicago Manual of Style (16th Edition):

McCrea, Laura Grove. “An Investigation of the Relationship Between Graduate Teaching assistants’ Teaching Self-Efficacy and Attributions for Students’ Learning.” 2006. Doctoral Dissertation, University of Akron. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1144943095.

MLA Handbook (7th Edition):

McCrea, Laura Grove. “An Investigation of the Relationship Between Graduate Teaching assistants’ Teaching Self-Efficacy and Attributions for Students’ Learning.” 2006. Web. 20 May 2019.

Vancouver:

McCrea LG. An Investigation of the Relationship Between Graduate Teaching assistants’ Teaching Self-Efficacy and Attributions for Students’ Learning. [Internet] [Doctoral dissertation]. University of Akron; 2006. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1144943095.

Council of Science Editors:

McCrea LG. An Investigation of the Relationship Between Graduate Teaching assistants’ Teaching Self-Efficacy and Attributions for Students’ Learning. [Doctoral Dissertation]. University of Akron; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1144943095


Washington State University

24. [No author]. A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehension .

Degree: 2005, Washington State University

Subjects/Keywords: Graduate teaching assistants.; Communication in education.; Effective teaching.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2005). A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehension . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/353

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):

author], [No. “A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehension .” 2005. Thesis, Washington State University. Accessed May 20, 2019. http://hdl.handle.net/2376/353.

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

MLA Handbook (7th Edition):

author], [No. “A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehension .” 2005. Web. 20 May 2019.

Vancouver:

author] [. A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehension . [Internet] [Thesis]. Washington State University; 2005. [cited 2019 May 20]. Available from: http://hdl.handle.net/2376/353.

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

Council of Science Editors:

author] [. A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehension . [Thesis]. Washington State University; 2005. Available from: http://hdl.handle.net/2376/353

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


University of North Carolina – Greensboro

25. Schweighardt, Ray. Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants.

Degree: 2017, University of North Carolina – Greensboro

 Increasingly, graduate teaching assistants (GTAs) are not assisting faculty instructors, but finding themselves in the role of lead instructor, particularly in physical activity courses. Despite… (more)

Subjects/Keywords: Physical education and training – Study and teaching (Higher); Graduate teaching assistants – Training of; Constructivism (Education); Mentoring in education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schweighardt, R. (2017). Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22082

Chicago Manual of Style (16th Edition):

Schweighardt, Ray. “Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed May 20, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22082.

MLA Handbook (7th Edition):

Schweighardt, Ray. “Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants.” 2017. Web. 20 May 2019.

Vancouver:

Schweighardt R. Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 May 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22082.

Council of Science Editors:

Schweighardt R. Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22082


University of Missouri – Columbia

26. Zha, Shenghua, 1976-. The effects of a technology-supported training system on second language use strategies for international teaching assistants.

Degree: PhD, 2006, University of Missouri – Columbia

 The purpose of this quasi-experimental study is to investigate the effectiveness of online strategy-based instruction facilitated through case-based peer discussion. This study also seeks to… (more)

Subjects/Keywords: Second language acquisition; Educational technology; Teachers' assistants; Graduate teaching assistants

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zha, Shenghua, 1. (2006). The effects of a technology-supported training system on second language use strategies for international teaching assistants. (Doctoral Dissertation). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/4480

Chicago Manual of Style (16th Edition):

Zha, Shenghua, 1976-. “The effects of a technology-supported training system on second language use strategies for international teaching assistants.” 2006. Doctoral Dissertation, University of Missouri – Columbia. Accessed May 20, 2019. https://doi.org/10.32469/10355/4480.

MLA Handbook (7th Edition):

Zha, Shenghua, 1976-. “The effects of a technology-supported training system on second language use strategies for international teaching assistants.” 2006. Web. 20 May 2019.

Vancouver:

Zha, Shenghua 1. The effects of a technology-supported training system on second language use strategies for international teaching assistants. [Internet] [Doctoral dissertation]. University of Missouri – Columbia; 2006. [cited 2019 May 20]. Available from: https://doi.org/10.32469/10355/4480.

Council of Science Editors:

Zha, Shenghua 1. The effects of a technology-supported training system on second language use strategies for international teaching assistants. [Doctoral Dissertation]. University of Missouri – Columbia; 2006. Available from: https://doi.org/10.32469/10355/4480


The Ohio State University

27. Graham, Mildred Wines. Development of an inservice program for geology teaching assistants to reduce role conflict and to improve teaching skills .

Degree: PhD, Graduate School, 1971, The Ohio State University

Subjects/Keywords: Education; Geology teachers; Graduate teaching assistants; Geology; Role conflict

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Graham, M. W. (1971). Development of an inservice program for geology teaching assistants to reduce role conflict and to improve teaching skills . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486722980191508

Chicago Manual of Style (16th Edition):

Graham, Mildred Wines. “Development of an inservice program for geology teaching assistants to reduce role conflict and to improve teaching skills .” 1971. Doctoral Dissertation, The Ohio State University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486722980191508.

MLA Handbook (7th Edition):

Graham, Mildred Wines. “Development of an inservice program for geology teaching assistants to reduce role conflict and to improve teaching skills .” 1971. Web. 20 May 2019.

Vancouver:

Graham MW. Development of an inservice program for geology teaching assistants to reduce role conflict and to improve teaching skills . [Internet] [Doctoral dissertation]. The Ohio State University; 1971. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486722980191508.

Council of Science Editors:

Graham MW. Development of an inservice program for geology teaching assistants to reduce role conflict and to improve teaching skills . [Doctoral Dissertation]. The Ohio State University; 1971. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486722980191508


University of Kansas

28. Moos, Andrew Thomas-James. The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs.

Degree: MA, English, 2017, University of Kansas

 As recent studies have shown (Ferris, 2014; Reid, Estrem, & Belcheir, 2012), formalized types of pedagogical instruction may be less effective on new instructors than… (more)

Subjects/Keywords: Teacher education; Higher education; beginning teachers; feedback and assessment; feedback beliefs; graduate teaching assistants; responding to writing; teacher training

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Moos, A. T. (2017). The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/26985

Chicago Manual of Style (16th Edition):

Moos, Andrew Thomas-James. “The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs.” 2017. Masters Thesis, University of Kansas. Accessed May 20, 2019. http://hdl.handle.net/1808/26985.

MLA Handbook (7th Edition):

Moos, Andrew Thomas-James. “The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs.” 2017. Web. 20 May 2019.

Vancouver:

Moos AT. The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs. [Internet] [Masters thesis]. University of Kansas; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/1808/26985.

Council of Science Editors:

Moos AT. The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs. [Masters Thesis]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26985


University of Kansas

29. Webb, Nathan G. Managing the Openness-Closedness Dialectic: How Graduate Teaching Assistants Handle the Tension.

Degree: PhD, Communication Studies, 2012, University of Kansas

Graduate teaching assistants (GTAs) are a pervasive part of undergraduate education. When interacting with undergraduate students, GTAs must balance a tension of being a friend… (more)

Subjects/Keywords: Communication; Affective learning model; Communication privacy management; Graduate teaching assistants; Instructor-student relationships; Interpersonal communication; Relational dialectics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Webb, N. G. (2012). Managing the Openness-Closedness Dialectic: How Graduate Teaching Assistants Handle the Tension. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10834

Chicago Manual of Style (16th Edition):

Webb, Nathan G. “Managing the Openness-Closedness Dialectic: How Graduate Teaching Assistants Handle the Tension.” 2012. Doctoral Dissertation, University of Kansas. Accessed May 20, 2019. http://hdl.handle.net/1808/10834.

MLA Handbook (7th Edition):

Webb, Nathan G. “Managing the Openness-Closedness Dialectic: How Graduate Teaching Assistants Handle the Tension.” 2012. Web. 20 May 2019.

Vancouver:

Webb NG. Managing the Openness-Closedness Dialectic: How Graduate Teaching Assistants Handle the Tension. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2019 May 20]. Available from: http://hdl.handle.net/1808/10834.

Council of Science Editors:

Webb NG. Managing the Openness-Closedness Dialectic: How Graduate Teaching Assistants Handle the Tension. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10834


East Carolina University

30. James, Sterling Eugene-Elon. First Year Composition: The Effects of Race and Gender on Graduate Teaching Assistants.

Degree: 2017, East Carolina University

 Based on current literature there is a lack of discussion surrounding the identity of English Graduate Teaching Assistants and how embodied experiences influence teaching approaches… (more)

Subjects/Keywords: Embodiment; Experiences; First Year Composition; Graduate teaching assistants; Educational sociology; Race awareness – Education; Sex differences in education; College freshmen

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

James, S. E. (2017). First Year Composition: The Effects of Race and Gender on Graduate Teaching Assistants. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/6338

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):

James, Sterling Eugene-Elon. “First Year Composition: The Effects of Race and Gender on Graduate Teaching Assistants.” 2017. Thesis, East Carolina University. Accessed May 20, 2019. http://hdl.handle.net/10342/6338.

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

MLA Handbook (7th Edition):

James, Sterling Eugene-Elon. “First Year Composition: The Effects of Race and Gender on Graduate Teaching Assistants.” 2017. Web. 20 May 2019.

Vancouver:

James SE. First Year Composition: The Effects of Race and Gender on Graduate Teaching Assistants. [Internet] [Thesis]. East Carolina University; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/10342/6338.

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

Council of Science Editors:

James SE. First Year Composition: The Effects of Race and Gender on Graduate Teaching Assistants. [Thesis]. East Carolina University; 2017. Available from: http://hdl.handle.net/10342/6338

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

[1] [2] [3]

.