Spelling suggestions: "subject:"graduate teaching assistant""
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A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehensionWernicke, Helga, January 2005 (has links) (PDF)
Thesis (M.A. in communication)--Washington State University. / Includes bibliographical references.
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Repair in the lab hour second language interactions between Korean TAs and native English-speaking students /Kim, Jeong-Yeon, Streeck, Jürgen, January 2004 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Jürgen Streeck. Vita. Includes bibliographical references. Also available from UMI.
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Recreation professionals' preferences for resume content for prospective graduate assistantsJamriska, James Thomas. January 2004 (has links)
Thesis (M.S.)--Ball State University, 2004. / Includes bibliographical references (leaves 36-38). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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Recreation professionals' preferences for resume content for prospective graduate assistantsJamriska, James Thomas. January 2004 (has links)
Thesis (M.S.)--Ball State University, 2004. / Includes bibliographical references (leaves 36-38).
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Environments that encourage mathematics graduate teaching assistants the effects of institution type and availability of training /Latulippe, Christine Lynn. January 2007 (has links) (PDF)
Thesis (Ph. D.)--Montana State University--Bozeman, 2007. / Typescript. Chairperson, Graduate Committee: Linda Simonsen. Includes bibliographical references (leaves 93-98).
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The relationship between graduate teaching assistant instructor expertise and algebra performance of college studentsChilds, Karla Marie, Barger, Rita. January 2006 (has links)
Thesis (Ph. D.)--School of Education and Dept. of Mathematics. University of Missouri--Kansas City, 2006. / "A dissertation in curriculum and instruction and mathematics." Advisor: Rita H. Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 30, 2007. Includes bibliographical references (leaves 89-97). Online version of the print edition.
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A study of the effectiveness of training for foreign teaching assistants /Davis, Brian Kenneth January 1984 (has links)
No description available.
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A follow-up study of graduate service assistants who received a master's degree in industrial education from Ball State University--1953 to 1973 /Barella, Richard Vincent January 1975 (has links)
No description available.
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The efficacy of oral English language proficiency policies for international teaching assistants in institutions of higher educationObi, Lilian Adaobi. Monoson, Patricia. Padavil, George. January 1995 (has links)
Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: Patricia Monoson, George Padavil (co-chairs), Ronald Halinski, Larry McNeal. Includes bibliographical references (leaves 85-94) and abstract. Also available in print.
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Pedagogy of contentment: a multi-case study of graduate assistant teachersPoole, Jon Richard 01 February 2006 (has links)
Four case studies of graduate assistant (GA) teachers were completed to examine the impact of a teaching induction program on GA teaching, planning, and content selection. Data collection methods included interviews, field notes, videotape records, and questionnaires. Based on a qualitative data analysis, each GA's unique perspective about the effective teaching of their subject and a lack of follow-up teaching support provided by faculty supervisors, appeared to influence teaching toward a "pedagogy of contentment." That is, the four GAs did not consistently teach as the induction program suggested, rather they appeared content with their own teaching without considering the need for improvement. It was expected that the induction program would inspire a "pedagogy of dissonance" or dissatisfaction with teaching. That is, the GAs would have been encouraged to ask questions about teaching, experiment with various teaching methods, and seek support from faculty supervisors. Instead, the GAs reported contentment centered on their belief that they already knew the different strategies, methods, and routines of how their particular subject was supposed to be taught. These beliefs about the effective teaching of their subject appeared to be the most powerful influence on their teaching. The influence of the induction program, designed to encourage the use of an effective teaching model endorsed by the department, was minimal. It was the goal of the induction program that all GAs, with help from faculty supervisors, would consistently incorporate some of the teaching strategies suggested. Instead, the GAs in this study appeared to dismiss a majority of the effective teaching model as incompatible with their own perspectives. While a teaching induction program suggesting effective teaching strategies may be necessary to enhance GA teaching, it appears not to be adequate alone. The GAs in this study did not consistently use the department's suggested model of effective teaching, in part, due to their reliance on their own perspective about effective teaching and a lack of follow-up teaching support provided by faculty supervisors. / Ed. D.
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