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Materials Similar to Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience

• 44%: Grading Practices and Considerations of Graduate Students at the Beginning of their Teaching Assignment
• 37%: 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
• 34%: Students' scores on Piaget-type questionnaires before and after taking one semester of college physics
• 34%: An evaluation of classroom teaching practices one year after a workshop for high-school physics teachers
• 33%: Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned
• 33%: Investigating and Accounting for Physics Graduate Students' Tutorial Classroom Practice
• 31%: Effects of the learning assistant experience on in-service teachers' practices
• 31%: Classroom-Based Field Experiences in High School STEM Academies: Opportunities to Observe and Participate in High-Leverage Science Teaching Practices
• 30%: To Teach or Not to Teach? Teaching Experience and Preparation Among 1992-93 Bachelor's Degree Recipients 10 Years After College
• 30%: Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems
• 29%: Building knowledge for teaching: Three cases of physics graduate students
• 29%: Impact of industry experience on faculty teaching practices in STEM
• 29%: Experiences of departmental supports by physics graduate students: results from 20 research-intensive institutions
• 28%: Graduate and Undergraduate Students' Views on Learning and Teaching Physics
• 28%: Investigating potential influences of graduate teaching assistants on students’ sense of belonging in introductory physics labs
• 28%: Respecting tutorial instructors' beliefs and experiences: A case study of a physics teaching assistant
• 28%: Impact of perceived grading practices on students' beliefs about experimental physics
• 27%: 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
• 27%: Investigating a collaborative group exam as an instructional tool to address student reasoning difficulties that remain even after instruction