Materials Similar to Longitudinal Associations between Learning Assistants and Instructor Effectiveness
- 53%: Assessment of teaching effectiveness: Lack of alignment between instructors, institutions, and research recommendations
- 42%: Effects of the learning assistant experience on in-service teachers' practices
- 41%: Students Learning Problem Solving in Introductory Physics - Forming an Initial Hypothesis of Instructors' Beliefs
- 41%: Learning Assistant Supported Student Outcomes (LASSO) study initial findings
- 41%: Exploring the Underlying Factors in Learning Assistant - Faculty Partnerships
- 40%: Physics Learning Assistants’ Views on Expert Teaching: Toward an Understanding of PCK
- 40%: Extreme Learning Assistants: Students' Perceptions of Their Undergraduate Laboratory Instructors
- 40%: The Learning Assistant model and DFW rates in introductory physics courses
- 40%: Systemic inequities in introductory physics courses: the impacts of learning assistants
- 40%: The association between sustained professional development and physics learning
- 39%: Self-Perception of Teaching Fellows and Learning Assistants in Introductory Physics Classes
- 39%: The Impact of Learning Assistants on Inequities in Physics Student Outcomes
- 39%: Learning Assistants as constructors of feedback: How are they impacted?
- 38%: Faculty Perspectives about Instructor and Institutional Assessments of Teaching Effectiveness
- 38%: Understanding the learning assistant experience with physics identity
- 38%: Learning Assistants' Development of Physics (Teacher) Identity
- 38%: Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors
- 38%: The transition to online teaching during the COVID-19 pandemic at a regional, rural university: The experience of learning assistants
- 38%: Characteristics of institutions with Learning Assistant programs: An equity investigation
