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Materials Similar to Quicker method for assessing influences on teaching assistant buy-in and practices in reformed courses

• 36%: Applying a framework for characterizing physics teaching assistants’ beliefs and practices
• 32%: Investigating potential influences of graduate teaching assistants on students’ sense of belonging in introductory physics labs
• 30%: Findings from an administration of the ISOP framework at Institution A in the Spring of 2013: Insights into course planning, classroom teaching, and student experiences in STEM courses
• 30%: 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
• 30%: Observing Teaching Assistant Differences in Tutorials and Inquiry-Based Labs
• 29%: Examining the Beliefs and Practice of Teaching Assistants: Two Case Studies
• 29%: Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching
• 29%: Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism
• 29%: Secondary analysis of teaching methods in introductory physics: A 50 k-student study
• 28%: Accounting for tutorial teaching assistants’ buy-in to reform instruction
• 28%: Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems
• 27%: Characterizing graduate teaching assistants’ teaching practices in physics “mini-studios”
• 27%: An investigation of CAI teaching methods in an electronics course
• 27%: Adaptation and Implementation of a Radically Reformed Introductory Physics Course for Biological Science Majors: Assessing Success and Prospects for Future Implementation
• 27%: Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol
• 26%: The Art (and Science) of In-Class Questioning via Clickers (Learning About Teaching Physics podcast)
• 26%: Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics
• 26%: Graduate teaching assistants’ perceptions of a context-rich introductory physics problem
• 25%: Training graduate teaching assistants to be better undergraduate physics educators