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Marita Grimwood & Richy Hetherington. (2023) A neglected area: supervision development opportunities for doctoral researchers involved in undergraduate and masters project mentoring. International Journal for Academic Development 28:1, pages 74-86.
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E. Murat Sozer, Zuhal Zeybekoglu & Ayça Alayli. (2019) Examining graduate teaching assistants’ conceptions of and readiness for effective teaching in a non-profit Turkish university. Innovations in Education and Teaching International 56:3, pages 373-384.
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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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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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Tong Wan, Constance M. Doty, Ashley A. Geraets, Christopher A. Nix, Erin K. H. Saitta & Jacquelyn J. Chini. (2021) Evaluating the impact of a classroom simulator training on graduate teaching assistants’ instructional practices and undergraduate student learning. Physical Review Physics Education Research 17:1.
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Franziska K. Lang, Christopher A. Randles & Kathleen A. Jeffery. (2020) Developing and Evaluating a Graduate Student Teaching Assistant Training Course in the Chemistry Department of a Large American University. Journal of Chemical Education 97:6, pages 1515-1529.
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Alexandru Maries. 2020. Active Learning in College Science. Active Learning in College Science
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Michael Barr & Paul Wright. (2018) Training graduate teaching assistants: What can the discipline offer?. European Political Science 18:1, pages 143-156.
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Lindsay B. Wheeler, Charles P. Clark & Charles M. Grisham. (2017) Transforming a Traditional Laboratory to an Inquiry-Based Course: Importance of Training TAs when Redesigning a Curriculum. Journal of Chemical Education 94:8, pages 1019-1026.
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Lindsay B. Wheeler, Jennifer L. Maeng, Jennie L. Chiu & Randy L. Bell. (2017) Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes. Journal of Research in Science Teaching 54:4, pages 463-492.
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Lindsay B. Wheeler, Jennifer L. Maeng & Brooke A. Whitworth. (2015) Teaching assistants' perceptions of a training to support an inquiry-based general chemistry laboratory course. Chemistry Education Research and Practice 16:4, pages 824-842.
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