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Inhaltsangabe
Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment.
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Über die Autorin bzw. den Autor
Elaine Seymour is director of ethnography and evaluation research at the University of Colorado, Boulder.
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Partners in Innovation: Teaching Assistants in College Science Courses
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Bloomsbury Publishing Plc, 2005
ISBN 10: 0742540219
ISBN 13: 9780742540217
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Paperback. Zustand: Good. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. This book addresses a topic of growing interest in higher education, namely the professional development of the future professorate. It explores the contribution that both undergraduate and graduate teaching assistants can play in undergraduate education, particularly in the sciences where considerable rethinking of both content and pedagogy is underway. Drawing on three studies of undergraduate reform initiatives-two in chemistry and one in astronomy-the author illustrates the under-used potential of teaching assistants as collaborators in implementing active and interactive models of teaching and learning. She points to unmet needs in the educational preparation and support of TAs in more traditionally-taught science courses, and the additional preparation that TAs require to be effective enablers of learning in support of new pedagogies. The TAs emerge from her studies as trouble-shooters, consultants, and collaborators in support of the innovations for which they work, with a potential for active collegial engagement that may be underestimated. They also provide insights into the causes of problems that undergraduates often experience in shifting to active learning modes, and of resistance to these changes among students, faculty, and TAs themselves. Bestandsnummer des Verkäufers 00104179743
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Partners in Innovation: Teaching Assistants in College Science Courses
Verlag:
Bloomsbury Publishing Plc, 2005
ISBN 10: 0742540219
ISBN 13: 9780742540217
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Paperback. Zustand: Good. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. This book addresses a topic of growing interest in higher education, namely the professional development of the future professorate. It explores the contribution that both undergraduate and graduate teaching assistants can play in undergraduate education, particularly in the sciences where considerable rethinking of both content and pedagogy is underway. Drawing on three studies of undergraduate reform initiatives-two in chemistry and one in astronomy-the author illustrates the under-used potential of teaching assistants as collaborators in implementing active and interactive models of teaching and learning. She points to unmet needs in the educational preparation and support of TAs in more traditionally-taught science courses, and the additional preparation that TAs require to be effective enablers of learning in support of new pedagogies. The TAs emerge from her studies as trouble-shooters, consultants, and collaborators in support of the innovations for which they work, with a potential for active collegial engagement that may be underestimated. They also provide insights into the causes of problems that undergraduates often experience in shifting to active learning modes, and of resistance to these changes among students, faculty, and TAs themselves. Bestandsnummer des Verkäufers CIN0742540219G
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Partners in Innovation
Verlag:
Bloomsbury Publishing Plc, US, 2005
ISBN 10: 0742540219
ISBN 13: 9780742540217
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Paperback. Zustand: New. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. This book addresses a topic of growing interest in higher education, namely the professional development of the future professorate. It explores the contribution that both undergraduate and graduate teaching assistants can play in undergraduate education, particularly in the sciences where considerable rethinking of both content and pedagogy is underway. Drawing on three studies of undergraduate reform initiatives-two in chemistry and one in astronomy-the author illustrates the under-used potential of teaching assistants as collaborators in implementing active and interactive models of teaching and learning. She points to unmet needs in the educational preparation and support of TAs in more traditionally-taught science courses, and the additional preparation that TAs require to be effective enablers of learning in support of new pedagogies. The TAs emerge from her studies as trouble-shooters, consultants, and collaborators in support of the innovations for which they work, with a potential for active collegial engagement that may be underestimated. They also provide insights into the causes of problems that undergraduates often experience in shifting to active learning modes, and of resistance to these changes among students, faculty, and TAs themselves. Bestandsnummer des Verkäufers LU-9780742540217
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Partners in Innovation (Paperback)
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ISBN 10: 0742540219
ISBN 13: 9780742540217
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Paperback. Zustand: new. Paperback. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. This book addresses a topic of growing interest in higher education, namely the professional development of the future professorate. It explores the contribution that both undergraduate and graduate teaching assistants can play in undergraduate education, particularly in the sciences where considerable rethinking of both content and pedagogy is underway. Drawing on three studies of undergraduate reform initiatives-two in chemistry and one in astronomy-the author illustrates the under-used potential of teaching assistants as collaborators in implementing active and interactive models of teaching and learning. She points to unmet needs in the educational preparation and support of TAs in more traditionally-taught science courses, and the additional preparation that TAs require to be effective enablers of learning in support of new pedagogies. The TAs emerge from her studies as trouble-shooters, consultants, and collaborators in support of the innovations for which they work, with a potential for active collegial engagement that may be underestimated. They also provide insights into the causes of problems that undergraduates often experience in shifting to active learning modes, and of resistance to these changes among students, faculty, and TAs themselves. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Bestandsnummer des Verkäufers 9780742540217
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Partners in Innovation
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Zustand: New. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. Num Pages: 344 pages, black & white illustrations, black & white tables. BIC Classification: JNM; JNU; PD. Category: (P) Professional & Vocational. Dimension: 227 x 178 x 19. Weight in Grams: 444. . 2005. Paperback. . . . . Bestandsnummer des Verkäufers V9780742540217
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