9780742540217 - Partners in Innovation: Teaching Assistants in College Science Courses di Seymour, Elaine; Melton, Ginger; Wiese, Douglas J.; Pedersen-Gallegos, Liane (15 risultati)

Condizione: Good. Item in good condition and has highlighting/writing on text. Used texts may not contain supplemental items such as CDs, info-trac etc.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Condizione: New. In.

Condizione: New.

Condizione: New. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. Num Pages: 344 pages, black & white illustrations, black & white tables. BIC Classification: JNM; JNU; PD. Category: (P) Professional & Vocational. Dimension: 227 x 178 x 19. Weight in Grams: 444. . 2005. Paperback. . . . .

Condizione: As New. Unread book in perfect condition.

Condizione: New. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. Num Pages: 344 pages, black & white illustrations, black & white tables. BIC Classification: JNM; JNU; PD. Category: (P) Professional & Vocational. Dimension: 227 x 178 x 19. Weight in Grams: 444. . 2005. Paperback. . . . . Books ship from the US and Ireland.

Paperback. Condizione: Brand New. 327 pages. 9.00x5.75x0.75 inches. In Stock.

PAP. Condizione: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Condizione: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback. Condizione: new. Paperback. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. This book addresses a topic of growing interest in higher education, namely the professional development of the future professorate. It explores the contribution that both undergraduate and graduate teaching assistants can play in undergraduate education, particularly in the sciences where considerable rethinking of both content and pedagogy is underway. Drawing on three studies of undergraduate reform initiatives-two in chemistry and one in astronomy-the author illustrates the under-used potential of teaching assistants as collaborators in implementing active and interactive models of teaching and learning. She points to unmet needs in the educational preparation and support of TAs in more traditionally-taught science courses, and the additional preparation that TAs require to be effective enablers of learning in support of new pedagogies. The TAs emerge from her studies as trouble-shooters, consultants, and collaborators in support of the innovations for which they work, with a potential for active collegial engagement that may be underestimated. They also provide insights into the causes of problems that undergraduates often experience in shifting to active learning modes, and of resistance to these changes among students, faculty, and TAs themselves. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. This book addresses a topic of growing interest in higher education, namely the professional development of the future professorate. It explores the contribution that both undergraduate and graduate teaching assistants can play in undergraduate education, particularly in the sciences where considerable rethinking of both content and pedagogy is underway. Drawing on three studies of undergraduate reform initiatives-two in chemistry and one in astronomy-the author illustrates the under-used potential of teaching assistants as collaborators in implementing active and interactive models of teaching and learning. She points to unmet needs in the educational preparation and support of TAs in more traditionally-taught science courses, and the additional preparation that TAs require to be effective enablers of learning in support of new pedagogies. The TAs emerge from her studies as trouble-shooters, consultants, and collaborators in support of the innovations for which they work, with a potential for active collegial engagement that may be underestimated. They also provide insights into the causes of problems that undergraduates often experience in shifting to active learning modes, and of resistance to these changes among students, faculty, and TAs themselves. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment.&Uumlber den Autor.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Partners combines in-depth interviews with quantitative data to show how innovations in the roles of graduate teaching assistants at universities are improving both their own experiences and the overall educational environment.