Citations (88)
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Sara H. Tuiloma & Charles R. Graham. (2023) Understanding the role of online teaching assistants in student engagement. Distance Education 0:0, pages 1-27.
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Javier Cavazos Vela, Michelle Abrego, Alma D. Rodriguez, Dianira Ramos & Berta Guerra. (2023) Exploring the Experiences of Faculty Mentors and Graduate Research Assistants in a College of Education at an HSI. Journal of Latinos and Education 0:0, pages 1-20.
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Matteo Di Benedetti, Sarah Plumb & Stephen B. M. Beck. (2023) Effective use of peer teaching and self-reflection for the pedagogical training of graduate teaching assistants in engineering. European Journal of Engineering Education 48:1, pages 59-74.
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Richard Bale & Mark Anderson. (2022) Teacher identities of graduate teaching assistants: how we (De)legitimise GTAs’ role identities. Teaching in Higher Education 0:0, pages 1-16.
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Emily J. Johnson & Lauren Beasley. (2022) Navigating Contrapower Harassment in the Sport Classroom as Graduate Teaching Associates: A Collaborative Autoethnography. Journal of Women and Gender in Higher Education 15:2, pages 181-200.
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Els Van Geyte & Marios Hadjianastasis. (2022) Quality and qualifications: the value of centralised teaching courses for postgraduates who teach. International Journal for Academic Development 27:1, pages 4-16.
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Alex Shum, Peter Lau & Luke Fryer. (2021) From learner to teacher: (re)training graduate teaching assistants’ teaching approaches and developing self-efficacy for and interest in teaching. Higher Education Research & Development 40:7, pages 1546-1563.
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Fadia Nasser-Abu Alhija & Barbara Fresko. (2021) Challenges of being a graduate teaching assistant. Higher Education Research & Development 40:6, pages 1220-1235.
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Namrata Rao, Anesa Hosein & Rille Raaper. (2021) Doctoral students navigating the borderlands of academic teaching in an era of precarity. Teaching in Higher Education 26:3, pages 454-470.
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Danielle J. Murdoch, Tamara O’Doherty & Hilary Todd. (2021) Preparing and Supporting Graduate Students in Their Role as Teaching Assistants: An Exploration of TA Training in a School of Criminology. Journal of Criminal Justice Education 32:1, pages 42-59.
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Fadia Nasser-Abu Alhija & Barbara Fresko. (2020) Graduate teaching assistants: motives, difficulties and professional interactions and their relationship to perceived benefits. Higher Education Research & Development 39:3, pages 546-560.
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Amanda Joyce & Tyler A. Hassenfeldt. (2020) Utility of a Peer Teaching Mentor to Graduate Teaching Assistants. College Teaching 68:1, pages 12-19.
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Navé Wald & Tony Harland. (2020) Rethinking the teaching roles and assessment responsibilities of student teaching assistants. Journal of Further and Higher Education 44:1, pages 43-53.
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Anne Tierney. (2020) The scholarship of teaching and learning and pedagogic research within the disciplines: should it be included in the research excellence framework?. Studies in Higher Education 45:1, pages 176-186.
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E. Murat Sozer, Zuhal Zeybekoglu & Mustafa Kaya. (2019) Using mid-semester course evaluation as a feedback tool for improving learning and teaching in higher education. Assessment & Evaluation in Higher Education 44:7, pages 1003-1016.
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Tasnima Aktar & Laura Oxley. (2019) Promoting student engagement by strengthening the link between research and teaching in Higher Education: an early career researcher perspective. Higher Education Pedagogies 4:1, pages 167-179.
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Pit Ho Patrio Chiu & Paul Corrigan. (2019) A study of graduate teaching assistants’ self-efficacy in teaching: Fits and starts in the first triennium of teaching. Cogent Education 6:1.
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Fadia Nasser-Abu Alhija & Barbara Fresko. (2018) Graduate teaching assistants: how well do their students think they do?. Assessment & Evaluation in Higher Education 43:6, pages 943-954.
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Katy Jordan & Christine Howe. (2018) The perceived benefits and problems associated with teaching activities undertaken by doctoral students. Teaching in Higher Education 23:4, pages 504-521.
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Sandra A. Lampley, Grant E. Gardner & Angela T. Barlow. (2018) Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study. Teaching in Higher Education 23:4, pages 468-487.
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Paul H. Smith. (2018) The paradox of higher vocational education: the teaching assistant game, the pursuit of capital and the self. Educational Review 70:2, pages 188-207.
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Min-Yu Liao. (2018) Taiwanese students’ perceptions of teaching assistants’ effectiveness in group work education. Social Work Education 37:2, pages 250-264.
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Jackie Farr. (2018) Between a rock and a hard place: the impact of the professionalization of the role of the teaching assistant in mainstream school physical education in the United Kingdom. Sport in Society 21:1, pages 106-124.
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Christopher Deacon, Allyson Hajek & Henry Schulz. (2017) Graduate teaching assistants’ perceptions of teaching competencies required for work in undergraduate science labs. International Journal of Science Education 39:16, pages 2189-2208.
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Fran Beaton. (2017) Just in time and future-proofing? Policy, challenges and opportunities in the professional development of part-time teachers. International Journal for Academic Development 22:1, pages 19-30.
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Grischa Liebel, Håkan Burden & Rogardt Heldal. (2017) For free: continuity and change by team teaching. Teaching in Higher Education 22:1, pages 62-77.
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Cynthia E. Brown. (2016) Ethical Issues When Graduate Students Act as Mentors. Ethics & Behavior 26:8, pages 688-702.
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Geraldine O’Neill & Martin McNamara. (2016) Passing the baton: a collaborative approach to development and implementation of context-specific modules for graduate teaching assistants in cognate disciplines. Innovations in Education and Teaching International 53:6, pages 570-580.
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Carolyn Hoessler, Lorraine Godden & Brian Hoessler. (2015) Widening our evaluative lenses of formal, facilitated, and spontaneous academic development. International Journal for Academic Development 20:3, pages 224-237.
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N. Alex Zirakparvar. (2014) A Story of Changing Instructional Practice by a Research Scientist Learning How to Turn Future Earth Science Teachers into Masters of Content in a Clinical Preparation Pilot Program. Journal of Geoscience Education 62:3, pages 511-514.
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Daniel Vázquez. (2014) Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK. Studying Teacher Education 10:2, pages 117-129.
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Alfonso Pezzella. (2014) There is more to a GTA than meets the eye. Health and Social Care Education 3:1, pages 51-53.
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Deesha Chadha. (2013) Reconceptualising and reframing graduate teaching assistant (GTA) provision for a research-intensive institution. Teaching in Higher Education 18:2, pages 205-217.
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JanetM. Weidert, AngelaR. Wendorf, ReganA. R. Gurung & Tonya Filz. (2012) A Survey of Graduate and Undergraduate Teaching Assistants. College Teaching 60:3, pages 95-103.
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Joanne Tippett, Angela Connelly & Fraser How. (2011) You Want Me to Do What? Teach a Studio Class to Seventy Students?. Journal for Education in the Built Environment 6:2, pages 26-53.
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Angela Brew, David Boud & Sang Un Namgung. (2011) Influences on the formation of academics: the role of the doctorate and structured development opportunities. Studies in Continuing Education 33:1, pages 51-66.
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Valbona Muzaka. (2009) The niche of Graduate Teaching Assistants (GTAs): perceptions and reflections. Teaching in Higher Education 14:1, pages 1-12.
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Nick Hopwood & Claire Stocks. (2008) Teaching development for doctoral students: what can we learn from activity theory?. International Journal for Academic Development 13:3, pages 187-198.
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Vicky Gunn. (2007) What do graduate teaching assistants’ perceptions of pedagogy suggest about current approaches to their vocational development?. Journal of Vocational Education & Training 59:4, pages 535-549.
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Pelin Efilti & Koray Gelmez. (2022) A closer look into pedagogical roles of supporting staff in design studio courses: the case of research assistants in Turkey. International Journal of Technology and Design Education 33:3, pages 1143-1172.
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Suvi Kotkavuori, Kaisa Hahl & Raili Hilden. (2022) Native peers as mediators and experts in language learning in Higher Education. Language Learning in Higher Education 12:1, pages 327-349.
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Adriana Corrales & Regis Komperda. (2022) Characterizing Graduate Student Identity Development in the Context of an Integrated Research and Teaching Graduate Student Training Course. Journal of Chemical Education 99:4, pages 1747-1757.
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Mia Minnes. (2022) Designing TA Training for Computer Science Graduate Students: Remote and Self-paced Options for A Supported Introduction to Reflective Teaching. Designing TA Training for Computer Science Graduate Students: Remote and Self-paced Options for A Supported Introduction to Reflective Teaching.
Zoe M. Smallwood, Jenna L. Spencer-Briggs, Xiaoye Xia Sean, Michael D. Ward & Julie Hyde. (2022) Design and Delivery of a Graduate Teaching Assistant (GTA) Program in a UK University: Experiences and Perspectives. Journal of Chemical Education 99:2, pages 592-602.
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Eli Saetnan. (2022) Developing teaching self-efficacy for aspiring academics. Developing Academic Practice 2022:January, pages 1-16.
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Raheela Awais & Elliott Stollar. (2021) Demonstrator training needs to be active and focused on personalized student learning in bioscience teaching laboratories. FEBS Open Bio 11:11, pages 2888-2901.
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Emily Alicea-Muñoz, Carol Subiño Sullivan & Michael F. Schatz. (2021) Transforming the preparation of physics graduate teaching assistants: Curriculum development. Physical Review Physics Education Research 17:2.
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Zhaihuan Dai, Fengfeng Ke, Chih-Pu Dai, Mariya Pachman & Xin Yuan. 2021. Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education. Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education
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Justin Robert McFadden & Linda Fuselier. (2020) Graduate teaching assistants: sharing epistemic agency with non-science majors in the biology laboratory. Disciplinary and Interdisciplinary Science Education Research 2:1.
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Fengfeng Ke & Xinhao Xu. (2020) Virtual reality simulation‐based learning of teaching with alternative perspectives taking. British Journal of Educational Technology 51:6, pages 2544-2557.
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KAYOKO KURITA. (2020) Current State and Issues of Programs in University Teaching for Graduate Students大学院生のための教育研修の現状と課題. The Annual Report of Educational Psychology in Japan 59:0, pages 191-208.
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Larry L. BowmanJrJr, Kelly J. Culhane, Ahrume J. Park & Kaury Kucera. (2019) Course‐based prefaculty training program introduces instructional methods, increases instructor self‐efficacy, and promotes professional development. Biochemistry and Molecular Biology Education 48:2, pages 156-167.
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Eve A. Humphrey, Andrew C. MerwinMiray Tekkumru-Kisa. (2020) Advancing Cognitively Demanding Tasks in Undergraduate Classrooms: Using Graduate Student Discussion Groups & the Task Analysis Guide in Science (TAGS) as Leverage. The American Biology Teacher 82:1, pages 53-57.
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ShengLi Dong, Glacia Ethridge & Roe Rodgers-Bonaccorsy. (2019) Rehabilitation Counselor Educators' Experiences of Social Injustice and Social Justice Infusion. Rehabilitation Research, Policy, and Education 33:4, pages 221-233.
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Ashley B. Heim & Emily A. Holt. (2019) Benefits and Challenges of Instructing Introductory Biology Course-Based Undergraduate Research Experiences (CUREs) as Perceived by Graduate Teaching Assistants. CBE—Life Sciences Education 18:3, pages ar43.
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Tyler A. HassenfeldtReina S. FactorMarlene V. StregeAngela Scarpa. (2019) How Do Graduate Teaching Assistants Perceive and Understand Their Autistic College Students?. Autism in Adulthood 1:3, pages 227-231.
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Shirly Avargil, Mitchell R. M. Bruce, Susan A. Klemmer & Alice E. Bruce. (2018) A Professional Development Activity to Help Teaching Assistants Work as a Team to Assess Lab Reports in a General Chemistry Course. Israel Journal of Chemistry 59:6-7, pages 536-545.
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Star W. Lee. (2019) The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants. CBE—Life Sciences Education 18:1, pages ar5.
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Kristine A. Thompson & Christine H. Stiller. (2018) Perceptions of Doctor of Physical Therapy Students and Faculty About Graduate Assistantships. Journal of Physical Therapy Education 32:3, pages 218-225.
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Brian Harrington, Marzieh Ahmadzadeh, Nick Cheng, Eric Heqi Wang & Vladimir Efimov. (2018)
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Retracted on September 22, 2021
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Danielle Rhodes, Quentin A. Fogg & Michelle D. Lazarus. (2018) Dissecting the role of sessional anatomy teachers: A systematic literature review. Anatomical Sciences Education 11:4, pages 410-426.
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D. R. Stikkolorum, F. Gomes de Oliveira Neto & M. R. V. Chaudron. (2018) Evaluating Didactic Approaches used by Teaching Assistants for Software Analysis and Design using UML. Evaluating Didactic Approaches used by Teaching Assistants for Software Analysis and Design using UML.
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Anneke L. Gretton, Terry Bridges & James M. Fraser. (2017) Transforming physics educator identities: TAs help TAs become teaching professionals. American Journal of Physics 85:5, pages 381-391.
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Tim Anderson. (2017) The doctoral gaze: Foreign PhD students’ internal and external academic discourse socialization. Linguistics and Education 37, pages 1-10.
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