Instructional Issues for Teaching Assistants Export

@article{citeulike:3507844, abstract = {This study examined teaching assistants' perceptions of various instructional issues and explored whether their perceptions were affected by nationality, gender, and academic discipline. The study generated significant, positive results. Logistic regression with dummy coding revealed significant predictors of teaching assistants' instructional roles, teaching style, instructional methods, communication strategies, and potential problems. Discussion of the results, implications, and recommendations for future research are included.}, author = {Luo, Jiali and Grady, Marilyn L. and Bellows, Laurie H.}, citeulike-article-id = {3507844}, citeulike-linkout-0 = {http://dx.doi.org/10.1023/A:1007603816555}, citeulike-linkout-1 = {http://www.springerlink.com/content/n8qm862722705733}, day = {1}, doi = {10.1023/A:1007603816555}, journal = {Innovative Higher Education}, keywords = {pd, ta}, month = {March}, number = {3}, pages = {209--230}, posted-at = {2008-11-14 04:16:31}, priority = {2}, title = {Instructional Issues for Teaching Assistants}, url = {http://dx.doi.org/10.1023/A:1007603816555}, volume = {25}, year = {2001} }

TY - JOUR ID - citeulike:3507844 L3 - citeulike-article-id:3507844 N2 - This study examined teaching assistants' perceptions of various instructional issues and explored whether their perceptions were affected by nationality, gender, and academic discipline. The study generated significant, positive results. Logistic regression with dummy coding revealed significant predictors of teaching assistants' instructional roles, teaching style, instructional methods, communication strategies, and potential problems. Discussion of the results, implications, and recommendations for future research are included. IS - 3 JF - Innovative Higher Education EP - 230 TI - Instructional Issues for Teaching Assistants VL - 25 SP - 209 KW - pd KW - ta AU - Luo, Jiali AU - Grady, Marilyn AU - Bellows, Laurie PY - 2001/03/01/ UR - http://dx.doi.org/10.1023/A:1007603816555 ER -