Partners in innovation: Teaching assistants in college science courses.
This book describes findings from three studies of teaching assistants (TAs) in undergraduate science courses where "innovative" or student-centered pedagogies are being used. The findings address TAs' crucial role in supporting students, how TAs can contribute to making these pedagogical approaches work, the preparation they need to do so well, and the nature and sources of their support or resistance. While mathematics is not explicitly addressed, the findings are quite relevant to those leading large courses where TAs are significant as part of the student-facing instructional staff.
Seymour, E. (2005). Partners in innovation: Teaching assistants in college science courses. Rowman & Littlefield.
Table of Contents
Chapter 1 Introduction
Chapter 2 The Importance of Teaching Assistants to Undergraduates in the Sciences
Chapter 3 The Role of Teaching Assistants in Three Classroom Change Initiatives in Undergraduate Science
Chapter 4 The Benefits to Teaching Assistants of Working in Innovative Courses
Chapter 5 The Nature and Consequences of Teaching Assistants' Evaluations of the Three Classroom Initiatives
Chapter 6 Teaching Assistants' Explanations for Undergraduate Responses to Innovative Teaching and Learning: Student Learning Difficulties versus Student Resistance
Chapter 7 Redefining the Teaching Assistants' Role in Innovative Courses: Expansion of Traditional Work Roles
Chapter 8 Redefining the Teaching Assistants' Role in Innovative Courses: New Facets of the Teaching Assistants' Role
Chapter 9 The Relative Contributions of Undergraduate and Graduate Teaching Assistants
Chapter 10 Professional Development for Teaching Assistants
Chapter 11 Fostering Collegial Engagement among Teaching Assistants Working in Innovative Courses
Chapter 12 Conclusions
Book review in the Journal of Chemical Education: http://pubs.acs.org/doi/abs/10.1021/ed083p1762
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