Materials Similar to Transforming the preparation of physics graduate teaching assistants: Curriculum development
- 61%: Transforming the preparation of physics graduate teaching assistants
- 55%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
- 54%: Examining the development of knowledge for teaching a novel introductory physics curriculum
- 49%: Research Projects in Science Education for Preschool, Evolution, and Results in Curriculum Development, Evaluation Tools, and Teacher Workshops.
- 48%: Evaluating the impact of a classroom simulator training on graduate teaching assistants’ instructional practices and undergraduate student learning
- 45%: Pedagogy training for the development of GTA mindsets and inclusive teaching practices
- 42%: Rethinking Tools for Training Teaching Assistants
- 42%: Investigating potential influences of graduate teaching assistants on students’ sense of belonging in introductory physics labs
- 41%: Toward an Analytic Framework of Physics Teaching Assistants’ Pedagogical Knowledge
- 41%: Role-plays for preparing physics teaching assistants and learning assistants
- 41%: Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems
- 41%: Graduate teaching assistants’ perceptions of a context-rich introductory physics problem
- 40%: Building knowledge for teaching: Three cases of physics graduate students
- 39%: Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics
- 39%: Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research
- 37%: Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned
- 36%: Applying a framework for characterizing physics teaching assistants’ beliefs and practices
- 36%: Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism




