Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs.

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Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs.

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2018 nî lūn-bûn

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2018年の論文

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2018年学术文章

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2018年学术文章

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2018年学术文章

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2018年学术文章

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2018年学术文章

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2018年学术文章

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2018年學術文章

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2018年學術文章

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Does Context Matter? Convergen ...... essional Development Programs.

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Does Context Matter? Convergen ...... essional Development Programs.

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Does Context Matter? Convergen ...... essional Development Programs.

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Does Context Matter? Convergen ...... essional Development Programs.

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Does Context Matter? Convergen ...... essional Development Programs.

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Does Context Matter? Convergen ...... essional Development Programs.

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P1476

Does Context Matter? Convergen ...... essional Development Programs.

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P2093

Clare M O'Connor

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Jennifer Frederick

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Kristin Rudenga

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Larry H Ludlow

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Laura E Hake

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Todd D Reeves

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Xinnian Chen

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P2860

Self-efficacy: toward a unifying theory of behavioral change

Scientific teaching: defining a taxonomy of observable practices

Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data.

Approaches to biology teaching and learning: on integrating pedagogical training into the graduate experiences of future science faculty.

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches.

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants.

Evolving impressions: undergraduate perceptions of graduate teaching assistants and faculty members over a semester.

Contemporary Test Validity in Theory and Practice: A Primer for Discipline-Based Education Researchers

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research

Fidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional Practices

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scholarly article

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10.1187/CBE.17-03-0044

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P478

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2018-01-01T00:00:00Z

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29351911

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6007778

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