login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

Materials Similar to Using a Master Teacher's Unique Knowledge to Prepare TAs and Learning Assistants

• 46%: Learning Assistants (LA's): Re-imaginging TA's as Future Pre-College Physics Teachers
• 39%: The Learning Assistant model for Teacher Education in Science and Technology
• 37%: A physics department’s role in preparing physics teachers: The Colorado Learning Assistant model
• 37%: Learning Assistant Model for Teacher Recruitment and Preparation at the University of Colorado at Boulder
• 37%: Master Teachers/ Teacher-in-Residence Funding & Recruiting Strategies
• 37%: Effects of the learning assistant experience on in-service teachers' practices
• 35%: A Synthesis and Reflection on the Research Findings from a Statewide Undergraduate Program To Prepare Specialist Mathematics and Science Teachers (The Maryland Collaborative for Teacher Preparation)
• 35%: Learning Assistants' Development of Physics (Teacher) Identity
• 33%: Using Artifact Methodology to Compare Learning Assistants’ and Colleagues’ Classroom Practices
• 33%: Are Learning Assistants Better K-12 Science Teachers?
• 31%: Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics
• 30%: Undergraduate Learning Assistants: A powerful way to improve student learning and recruit future teachers
• 29%: Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces
• 29%: Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics
• 29%: How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information
• 28%: Using Undergraduate Students as Physics Lab Teaching Assistants
• 28%: Undergraduate Learning Assistants at the University of Arkansas
• 28%: Increasing the Responsibilities of Experienced Learning Assistants
• 27%: Pedagogical content knowledge and preparation of high school physics teachers