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How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development. |
| 개인저자 | Milbourne, Hayley Miles-Leighton. |
| 단체저자명 | University of California, San Diego. Mathematics and Science Education. |
| 발행사항 | [S.l.]: University of California, San Diego., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 374 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-11A(E). Dissertation Abstract International |
| ISBN | 9780438094710 |
| 학위논문주기 | Thesis (Ph.D.)--University of California, San Diego, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Adviser: Susan Nickerson. |
| 요약 | Across the nation, there is increasing national interest in improving the way mathematics departments prepare their graduate teaching assistants (GTAs) because of their integral role in teaching lower division mathematics courses, particularly w |
| 요약 | The GTAs within this study were running break-out sections twice a week for Calculus I and II, with one of the break-out sections involving the facilitation of activities and group work. GTAs engaged in a three-day pre-term seminar, a semester-l |
| 요약 | Using a modified framework based on a socio-cultural learning theory, known as the Vygotsky Space (Harre, 1983), I analyzed the ways in which the discourse around the teaching practices, for both "active-learning" and "traditional" classrooms, c |
| 일반주제명 | Mathematics education. Teacher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
