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You searched for subject:(physics teaching assistants). Showing records 1 – 2 of 2 total matches.

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Montana State University

1. Thoresen, Carol Wiggins. Implementation of inquiry-based tutorials in an introductory physics course : the role of the graduate teaching assistant.

Degree: College of Education, Health & Human Development, 1994, Montana State University

Subjects/Keywords: Systemic Teacher Excellence Preparation Project.; Graduate teaching assistants.; Teachers' assistants.; Physics.; Science Study and teaching.; Tutors and tutoring.; Education, Higher.

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

APA (6th Edition):

Thoresen, C. W. (1994). Implementation of inquiry-based tutorials in an introductory physics course : the role of the graduate teaching assistant. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/7322

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):

Thoresen, Carol Wiggins. “Implementation of inquiry-based tutorials in an introductory physics course : the role of the graduate teaching assistant.” 1994. Thesis, Montana State University. Accessed May 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/7322.

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

MLA Handbook (7th Edition):

Thoresen, Carol Wiggins. “Implementation of inquiry-based tutorials in an introductory physics course : the role of the graduate teaching assistant.” 1994. Web. 20 May 2019.

Vancouver:

Thoresen CW. Implementation of inquiry-based tutorials in an introductory physics course : the role of the graduate teaching assistant. [Internet] [Thesis]. Montana State University; 1994. [cited 2019 May 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/7322.

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

Council of Science Editors:

Thoresen CW. Implementation of inquiry-based tutorials in an introductory physics course : the role of the graduate teaching assistant. [Thesis]. Montana State University; 1994. Available from: https://scholarworks.montana.edu/xmlui/handle/1/7322

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

2. Ezrailson, Cathy Mariotti. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.

Degree: 2005, Texas A&M University

This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants? adherence to reformed teaching methods, 2) impact of the instructional model on GTAs? beliefs about the nature of physics and physics problem solving and 3) undergraduate physics students? understanding and performance in an introductory calculus-based physics course. Methods included explicit modeling for the treatment group GTAs of the Reformed Teaching Observation Protocol (RTOP) and assessment of treatment and control GTAs and their students throughout the semester. Students? understanding was measured using the Force Concept Inventory (FCI) and Flash-mediated Force and Motion Concept Inventory (FM2CA). Students were surveyed about performance of GTAs using the Student Survey (SS). Results indicated changes were tied to individual GTAs? beliefs about the nature of physics. Student conceptual understanding reflected a two-fold Hake gain compared to the control group. General application of the EMIT model presupposes explicit instruction of the model for GTAs. Advisors/Committee Members: Loving, Cathleen C. (advisor), Allen, G. Donald (advisor), Schielack, Jane F. (committee member), Minstrell, Jim (committee member), Pedersen, Susan (committee member).

Subjects/Keywords: inteactive engagement; active engagement; Modeling; Calculus-based physics; graduate teaching assistants; physics teaching assistants; explicit modeling; models of instruction; cooperative groups; context rich problem solving; cognitive coaching in physics

…Designed for Physics Graduate Teaching Assistants’ Instruction ........ 11 3 Introductory… …physics graduate teaching assistants (GTAs) assume the responsibility for fifty per… …specifically designed for physics teaching assistants based on decades of research and pedagogical… …physics (Roschelle, 1995). Graduate teaching assistants also have formulated a set of… …1. To what extent will physics teaching assistants, instructed with explicitly modeled… 

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

APA (6th Edition):

Ezrailson, C. M. (2005). EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1467

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):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Thesis, Texas A&M University. Accessed May 20, 2019. http://hdl.handle.net/1969.1/1467.

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

MLA Handbook (7th Edition):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Web. 20 May 2019.

Vancouver:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 May 20]. Available from: http://hdl.handle.net/1969.1/1467.

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

Council of Science Editors:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1467

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

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