Characterizing Teaching Assistants' Knowledge and Beliefs Following Professional Development Activities within an Inquiry-Based General Chemistry Context

ERIC Educational Resources Information Center

Wheeler, Lindsay B.; Maeng, Jennifer L.; Whitworth, Brooke A.

2017-01-01

The purpose of this investigation was to explore changes in undergraduate and graduate teaching assistants' (TAs') content knowledge and beliefs about teaching within the context of an inquiry-based laboratory course. TAs received professional development (PD), which was informed by the TA training literature base and was designed for TAs…

Improving near-peer teaching quality in anatomy by educating teaching assistants: An example from Sweden.

PubMed

Johansson, Ellen; Holmin, Tobias E; Johansson, Bengt R; Braide, Magnus

2018-02-14

Peer-assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full-time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self-learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Including Pupils with Autistic Spectrum Disorders in the Classroom: The Role of Teaching Assistants

ERIC Educational Resources Information Center

Symes, Wendy; Humphrey, Neil

2012-01-01

The aims of the current study were (i) to explore the extent to which pupils with Autistic Spectrum Disorders (ASD) were effectively included in lessons, compared with pupils with dyslexia (DYS) or no Special Educational Needs (CON) and (ii) to understand how the presence of a teaching assistant (TA) influences the inclusion/exclusion process. One…

Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data

PubMed Central

Long, Tammy M.; Ebert-May, Diane

2014-01-01

Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost exclusively from self-reported surveys. In this study, we describe the design of a reformed PD (RPD) model and apply Kirkpatrick's Evaluation Framework to evaluate multiple outcomes of TA PD before, during, and after implementing RPD. This framework allows evaluation that includes both direct measures and self-reported data. In RPD, TAs created and aligned learning objectives and assessments and incorporated more learner-centered instructional practices in their teaching. However, these data are inconsistent with TAs’ self-reported perceptions about RPD and suggest that single measures are insufficient to evaluate TA PD programs. PMID:26086654

Optical versus Virtual: Teaching Assistant Perceptions of the Use of Virtual Microscopy in an Undergraduate Human Anatomy Course

ERIC Educational Resources Information Center

Collier, Larissa; Dunham, Stacey; Braun, Mark W.; O'Loughlin, Valerie Dean

2012-01-01

Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed…

Optical versus virtual: teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course.

PubMed

Collier, Larissa; Dunham, Stacey; Braun, Mark W; O'Loughlin, Valerie Dean

2012-01-01

Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed through qualitative methods. This analysis showed that the teaching assistants found the virtual microscope to be an advantageous change in the classroom. They cite the ease of use of the virtual microscope, access to histology outside of designated laboratory time, and increasing student collaboration in class as the primary advantages. The teaching assistants also discuss principal areas where the use of the virtual microscope can be improved from a pedagogical standpoint, including requiring students to spend more time working on histology in class. Copyright © 2011 American Association of Anatomists.

Improved medical student perception of ultrasound using a paired anatomy teaching assistant and clinician teaching model.

PubMed

Smith, Jacob P; Kendall, John L; Royer, Danielle F

2018-03-01

This study describes a new teaching model for ultrasound (US) training, and evaluates its effect on medical student attitudes toward US. First year medical students participated in hands-on US during human gross anatomy (2014 N = 183; 2015 N = 182). The sessions were facilitated by clinicians alone in 2014, and by anatomy teaching assistant (TA)-clinician pairs in 2015. Both cohorts completed course evaluations which included five US-related items on a four-point scale; cohort responses were compared using Mann-Whitney U tests with significance threshold set at 0.05. The 2015 survey also evaluated the TAs (three items, five-point scale). With the adoption of the TA-clinician teaching model, student ratings increased significantly for four out of five US-items: "US advanced my ability to learn anatomy" increased from 2.91 ± 0.77 to 3.35 ± 0.68 (P < 0.0001), "Incorporating US increased my interest in anatomy" from 3.05 ± 0.84 to 3.50 ± 0.71 (P < 0.0001), "US is relevant to my current educational needs" from 3.36 ± 0.63 to 3.54 ± 0.53 (P = 0.015), and "US training should start in Phase I" from 3.36 ± 0.71 to 3.56 ± 0.59 (P = 0.010). Moreover, more than 84% of students reported that TAs enhanced their understanding of anatomy (mean 4.18 ± 0.86), were a valuable part of US training (mean 4.23 ± 0.89), and deemed the TAs proficient in US (mean 4.24 ± 0.86). By using an anatomy TA-clinician teaching team, this study demonstrated significant improvements in student perceptions of the impact of US on anatomy education and the relevancy of US training to the early stages of medical education. Anat Sci Educ 11: 175-184. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students.

PubMed

Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

2016-05-01

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.

Research and Teaching: Teaching Assistant and Faculty Perceptions of Ongoing, Personalized TA Professional Development: Initial Lessons and Plans for the Future

ERIC Educational Resources Information Center

Ridgway, Judith S.; Ligocki, Isaac Y.; Horn, Jonathan D.; Szeyller, Erica; Breitenberger, Caroline A.

2017-01-01

Professional development (PD) for graduate teaching assistants (GTAs) has been repeatedly emphasized as an essential component of future faculty training. Nonetheless, attempts to integrate PD programs into graduate curriculum are met with resistance from some stakeholders. The authors investigated stakeholders' perceptions of a novel GTA PD…

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students †

PubMed Central

Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

2016-01-01

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice. PMID:27158302

Manual for Teaching Assistants.

ERIC Educational Resources Information Center

Wisconsin Univ., Madison. Coll. of Letters and Science.

Information on teaching techniques, student evaluation, and campus resources is presented for new teaching assistants. Topics include: lecturing, leading discussion sessions (especially in the humanities and social sciences), teaching the laboratory section, teaching a section of a course, teaching a foreign language, office hours, and use of the…

Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data.

PubMed

Wyse, Sara A; Long, Tammy M; Ebert-May, Diane

2014-01-01

Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost exclusively from self-reported surveys. In this study, we describe the design of a reformed PD (RPD) model and apply Kirkpatrick's Evaluation Framework to evaluate multiple outcomes of TA PD before, during, and after implementing RPD. This framework allows evaluation that includes both direct measures and self-reported data. In RPD, TAs created and aligned learning objectives and assessments and incorporated more learner-centered instructional practices in their teaching. However, these data are inconsistent with TAs' self-reported perceptions about RPD and suggest that single measures are insufficient to evaluate TA PD programs. © 2014 Wyse et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Preparing and Sustaining Teaching Assistants

NASA Astrophysics Data System (ADS)

Heller, Kenneth

2008-04-01

For the past 15 years, we have developed and implemented a systemic approach to using the approximately 80 teaching assistants employed by the physics department. The goal of this program is to make the experience valuable for the teaching assistants, the undergraduate students they serve, the professors, the department, and the university. This operation puts teaching assistants into teaching situations in which they can be successful and then gives them the minimal support they need to be successful. The teaching situation emphasizes their role as coaches for their students. The minimal support includes five full days of orientation to get them ready for teaching, a weekly seminar program to address components of their teaching as they arise, mentor TAs to give personal feedback, and planned meetings with the course professor to make sure that their actions are integrated into a course. This talk will describe the features of this program. Some of the materials used can be found at http://groups.physics.umn.edu/physed/

Using the TA to Prepare Graduate Students for Research and Employment

NASA Astrophysics Data System (ADS)

Heller, Kenneth

One of the most underused components of the physics graduate program is the time spent being a teaching assistant (TA). Often the TA duties consist of grading and trying to help undergraduates survive a physics course. How those duties are accomplished is left to each TA. The most common TA preparation, if it exists, has a narrow focus on the class being taught. Preparation consists of describing, or perhaps practicing, specific teaching skills and gaining familiarity with the equipment used in the laboratory portion of the class. Instead TAs can be integrated into the entire course in which they function so that they learn the course as a system. This means treating a course in the same way one approaches a research project with the TAs as members of the research team headed by a faculty advisor. TA preparation is broadened and support includes the management, teamwork, and communication skills necessary. This makes the TAs more efficient and effective teachers while explicitly connecting the TA experience to the ``soft'' skills they need in their own research careers whether in industry, national laboratories, or academia. This talk describes such a program, functioning for over 20 years at the University of Minnesota, that takes no more time than the usual TA but results in graduate students that are more satisfied with their TA experience, are better prepared to function in research groups, and provide a better classroom experience for their undergraduate students.

Teaching from Selfhood: A Personal Growth Journey with Unimaginable Dividends

ERIC Educational Resources Information Center

Tsikata, Prosper Yao

2017-01-01

In this essay, I reflexively narrate my personal travails as a Teaching Associate (TA) in a Midwestern US university and, later, an Assistant Professor in the Southern State of Georgia. I argue that, as a foreign-born TA and, later, an Assistant Professor, I carry extra layers of identity markers that distinguish me from the homegrown professor.…

A pharmacy student's role as a teaching assistant in an undergraduate medicinal chemistry course - Implementation, evaluation, and unexpected opportunities for educational outreach.

PubMed

DellaVecchia, Matthew J; Claudio, Alyssa M; Fairclough, Jamie L

2017-11-01

To describe 1) a pharmacy student's teaching assistant (TA) role in an undergraduate medicinal chemistry course, 2) an active learning module co-developed by the TA and instructor, and 3) the unexpected opportunities for pharmacy educational outreach that resulted from this collaboration. Medicinal Chemistry (CHM3413) is an undergraduate course offered each fall at Palm Beach Atlantic University (PBA). As a TA for CHM3413, a pharmacy student from the Gregory School of Pharmacy (GSOP) at PBA co-developed and implemented an active learning module emphasizing foundational medicinal chemistry concepts as they pertain to performance enhancing drugs (PEDs). Surveys assessed undergraduate students' perceived knowledge of medicinal chemistry concepts, PEDs, and TA involvement. Students' (total n = 60, three fall semesters) perceived confidence in knowledge of medicinal chemistry concepts and PEDs increased significantly (p < 0.001) after the TA's module. Nearly 93% of students acknowledged this was their first interaction with a TA at PBA, ~ 82% "agreed/strongly agreed" that the TA provided effective instruction, and ~ 62% "agreed/strongly agreed" that TA availability raised overall confidence in CHM3413. Unexpected "side-effects" of this collaboration included opportunities for the TA and instructor to discuss health risks associated with PED usage with student-athletes and coaches at PBA. This collaboration developed the pharmacy student's teaching skills and reinforced knowledge of foundational pharmaceutical science concepts for both the TA and undergraduate students. Unexpected "side-effects" that resulted from this collaboration included opportunities for the TA and instructor to discuss health risks associated with PED usage with student-athletes in PBA's athletic department. Educational/interprofessional outreach opportunities resulted from a pharmacy student TA's involvement in an undergraduate medicinal chemistry course. An advanced pharmacy practice experience

"Cooling the Mark Out": Experienced Teaching Assistants' Perceptions of Their Work in the Inclusion of Pupils with Special Educational Needs in Mainstream Secondary Schools

ERIC Educational Resources Information Center

Lehane, Teresa

2016-01-01

Experienced teaching assistants' (TAs') perceptions and constructions of their work in the inclusion of pupils with special educational needs (SEN) within mainstream secondary schools are the focus of this study. In a field where much research has focussed on the technicist (TA characteristics and deployment), exploration of "inclusion"…

Interchanges: Solidarity Forever--Why TA Unions Are Good for Writing Programs

ERIC Educational Resources Information Center

Bernard-Donals, Michael

2009-01-01

In this essay, the author explains how teaching assistant (TA) unions work to the benefit not only of the graduate students who are their members but also of the writing programs that employ them. While university administrations understand unions to be bothersome at best and forces of evil at their worst, unions are essential to the maintenance…

Good Teaching Starts Here: Applied Learning at the Graduate Teaching Assistant Institute

ERIC Educational Resources Information Center

Parker, Michele A.; Ashe, Diana; Boersma, Jess; Hicks, Robert; Bennett, Victoria

2015-01-01

Increasingly, graduate teaching assistants serve as the primary instructors in undergraduate courses, yet research has shown that training and development for these teaching assistants is often lacking in programs throughout the United States and Canada. Providing mentoring and skill development opportunities for graduate teaching assistants is…

Teaching Assistants' Perceptions of Power

ERIC Educational Resources Information Center

Lowe, Michelle; Pugh, Jim

2007-01-01

During May 2006 a group of teaching assistants were asked a series of questions about their opinions of morality, power and leadership to inform a conference on this topic funded by the three bodies involved in educational leadership (BELMAS, BERA and SCRELM). This article investigates how teaching assistants perceive the location of power within…

7 CFR Exhibit B to Subpart I of... - Evaluation Report of Self-Help Technical Assistance (TA) Grants

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 13 2014-01-01 2013-01-01 true Evaluation Report of Self-Help Technical Assistance... Self-Help Technical Assistance Grants Pt. 1944, Subpt. I, Exh. B Exhibit B to Subpart I of Part 1944—Evaluation Report of Self-Help Technical Assistance (TA) Grants Evaluation for Quarter Ending:(1...

7 CFR Exhibit B to Subpart I of... - Evaluation Report of Self-Help Technical Assistance (TA) Grants

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 13 2012-01-01 2012-01-01 false Evaluation Report of Self-Help Technical Assistance... Self-Help Technical Assistance Grants Pt. 1944, Subpt. I, Exh. B Exhibit B to Subpart I of Part 1944—Evaluation Report of Self-Help Technical Assistance (TA) Grants Evaluation for Quarter Ending:(1...

7 CFR Exhibit B to Subpart I of... - Evaluation Report of Self-Help Technical Assistance (TA) Grants

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 13 2013-01-01 2013-01-01 false Evaluation Report of Self-Help Technical Assistance... Self-Help Technical Assistance Grants Pt. 1944, Subpt. I, Exh. B Exhibit B to Subpart I of Part 1944—Evaluation Report of Self-Help Technical Assistance (TA) Grants Evaluation for Quarter Ending:(1...

An Exploration of Mathematics Graduate Teaching Assistants' Teaching Philosophies: A Case Study

ERIC Educational Resources Information Center

Nepal, Kedar Mani

2014-01-01

This multi-case study is an exploration of mathematics graduate teaching assistants' teaching philosophies. It focused on the cases of four purposefully selected beginning mathematics graduate teaching assistants (MGTAs) including two domestic and two international MGTAs. Using qualitative research methods, this dissertation study focused on the…

Exploring Teaching Concerns and Characteristics of Graduate Teaching Assistants

ERIC Educational Resources Information Center

Cho, YoonJung; Kim, Myoungsook; Svinicki, Marilla D.; Decker, Mark Lowry

2011-01-01

The purpose of the study was to explore a conceptual structure of graduate teaching assistant (GTA) teaching concerns. Results indicated that GTAs experience five distinct, inter-related types of concerns: class control, external evaluation, task, impact and role/time/communication. These "teaching concerns" were further analysed by…

Look Homeward Angel Now, and Melt with Ruth: The Role of a Subject-Specific Teaching Assistant in Promoting Rigorous Historical Scholarship and Reflective Classroom Practice

ERIC Educational Resources Information Center

Brown, Geraint; Brown, Ruth; Goullée, Corinne; Stanford, Matt

2016-01-01

The history department at Cottenham Village College has one more member than you might expect. Ruth Brown is a teaching assistant (TA) and one of the longest-standing members of the department, and this article is about how her work has an impact on specific pupils, whole classes and teachers. The key factor is that Ruth has excellent subject…

Teaching at Berkeley: A Guide for Foreign Teaching Assistants.

ERIC Educational Resources Information Center

Cohen, Robby, Ed.; Robin, Ron, Ed.

A handbook for foreign teaching assistants (TAs) is presented by foreign graduate students with teaching experience and other educators who have worked closely with them. Language skills, teaching strategies, cultural issues, resources, and the environment at the University of California, Berkeley, are addressed in 16 articles. Article titles and…

Comparing Faculty and Student Perspectives of Graduate Teaching Assistants' Teaching

ERIC Educational Resources Information Center

Rodriques, Romola A. Bernard; Bond-Robinson, Janet

2006-01-01

Teaching involves strategic interactions and problem solving based on understanding of the situation, the discipline, and the population of students that one is teaching. The feedback from undergraduate students (UGs) and from faculty and other instructors coaching graduate teaching assistants (GTAs) in teaching provides outside perspectives, and…

A Program to Enhance the Effectiveness of Teaching Assistants.

ERIC Educational Resources Information Center

Cornell Univ., Ithaca, NY. Coll. of Engineering.

This manual is the final report on a two-year project to enhance the effectiveness of teaching assistants. It is designed as a workbook for persons conducting instructional programs for teaching assistants and is specific to teaching assistants in engineering and the natural sciences. The manual contains an introduction and six chapters. Chapter…

Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

ERIC Educational Resources Information Center

Ryker, Katherine; McConnell, David

2014-01-01

This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…

Catalyzing Graduate Teaching Assistants' Laboratory Teaching through Design Research

ERIC Educational Resources Information Center

Bond-Robinson, Janet; Rodriques, Romola A. Bernard

2006-01-01

We report on a study of a laboratory teaching apprenticeship program designed to improve graduate teaching assistant (GTA) performance. To catalyze GTAs as laboratory teachers we constructed learning goals, synthesized previous literature into a design model and a developmental path, and built two instruments to measure 12 strategic pedagogical…

I Think I Can: Improving Teaching Self-Confidence of International Teaching Assistants.

ERIC Educational Resources Information Center

Salinas, Moises F.; Kozuh, Ghislaine; Seraphine, Anne E.

1999-01-01

Explored the effect of a teaching orientation for international teaching assistants (ITAs) on their teaching self-confidence. Surveys of ITAs before and after attending a 4-day orientation to teaching designed to improve interactive teaching skills suggested a positive effect of the orientation on their perceived level of self-confidence about…

Graduate Teaching Assistants in the Learning Paradigm: Beliefs about Inclusive Teaching

ERIC Educational Resources Information Center

Embry, Priscilla B.; McGuire, Joan M.

2011-01-01

The learning paradigm emphasizes teaching in ways that facilitate learning for all students. As novice instructors of an increasingly diverse student population, graduate teaching assistants (GTAs) frequently have full responsibility for teaching undergraduate courses. This study investigated GTAs' beliefs about including diverse learners in their…

Teaching Highs and Lows: Exploring University Teaching Assistants' Experiences

ERIC Educational Resources Information Center

Green, Jennifer L.

2010-01-01

Recent reforms in statistics education have initiated the need to prepare graduate teaching assistants (TAs) for these changes. A focus group study explored the experiences and perceptions of University of Nebraska-Lincoln TAs. The results reinforced the idea that content, pedagogy, and technology are central aspects for teaching an introductory…

Task-Oriented Internet Assisted English Teaching and Learning in Colleges

ERIC Educational Resources Information Center

Zhang, Juwu

2014-01-01

Task-Oriented Internet Assisted English Teaching and Learning (TIAETL) is a new English teaching and learning model which integrates the Internet-assisted and task-oriented teaching. This article analyzed the worldwide tendency of English teaching and prerequisites for TIAETL in colleges. The TIAETL has the following advantages:…

An analysis of TA-Student Interaction and the Development of Concepts in 3-d Space Through Language, Objects, and Gesture in a College-level Geoscience Laboratory

NASA Astrophysics Data System (ADS)

King, S. L.

2015-12-01

The purpose of this study is twofold: 1) to describe how a teaching assistant (TA) in an undergraduate geology laboratory employs a multimodal system in order to mediate the students' understanding of scientific knowledge and develop a contextualization of a concept in three-dimensional space and 2) to describe how a linguistic awareness of gestural patterns can be used to inform TA training assessment of students' conceptual understanding in situ. During the study the TA aided students in developing the conceptual understanding and reconstruction of a meteoric impact, which produces shatter cone formations. The concurrent use of speech, gesture, and physical manipulation of objects is employed by the TA in order to aid the conceptual understanding of this particular phenomenon. Using the methods of gestural analysis in works by Goldin-Meadow, 2000 and McNeill, 1992, this study describes the gestures of the TA and the students as well as the purpose and motivation of the meditational strategies employed by TA in order to build the geological concept in the constructed 3-dimensional space. Through a series of increasingly complex gestures, the TA assists the students to construct the forensic concept of the imagined 3-D space, which can then be applied to a larger context. As the TA becomes more familiar with the students' meditational needs, the TA adapts teaching and gestural styles to meet their respective ZPDs (Vygotsky 1978). This study shows that in the laboratory setting language, gesture, and physical manipulation of the experimental object are all integral to the learning and demonstration of scientific concepts. Recognition of the gestural patterns of the students allows the TA the ability to dynamically assess the students understanding of a concept. Using the information from this example of student-TA interaction, a brief short course has been created to assist TAs in recognizing the mediational power as well as the assessment potential of gestural

The Professional Development of Graduate Teaching Assistants.

ERIC Educational Resources Information Center

Marincovich, Michele, Ed.; Prostko, Jack, Ed.; Stout, Frederic, Ed.

Sixteen papers address the training and professional development of graduate teaching assistants. The papers are: (1) "Preparing Graduate Students To Teach: Past, Present, and Future" (Nancy Van Note Chism); (2) "The Role of Centralized Programs in Preparing Graduate Students To Teach" (Jacqueline A. Mintz); (3) "The Disciplinary/Departmental…

An Instructional Consultation Service for Graduate Teaching Assistants.

ERIC Educational Resources Information Center

Habel, J. C.; Graveel, J. G.

1988-01-01

Described is a support program that guides prospective college teachers in teaching an introductory soil science laboratory course. Ideas are presented about the preparation for teaching and concerns of teaching assistants. A table citing classroom observation protocol is included. (RT)

Enhancing Teaching Assistants' (TAs') Inquiry Teaching by Means of Teaching Observations and Reflective Discourse

ERIC Educational Resources Information Center

Miller, Kristen; Brickman, Peggy; Oliver, J. Steve

2014-01-01

Recent education reform efforts advocate teaching the process of science (inquiry) in undergraduate lecture and laboratory classes. To meet this challenge, professional development for the graduate student instructors (teaching assistants, or TAs) often assigned to teach these classes is needed. This study explored the implementation of an…

Studying and Supporting the Teaching Practice of Calculus Teaching Assistants

ERIC Educational Resources Information Center

Lundholm, Christopher Ian

2017-01-01

Graduate teaching assistants (TAs) are an important group of math instructors whose practice deserves to be supported and studied. In this action research study, I lead a customized regimen of professional development (GQuesT model) for a cohort of first/second-year calculus TAs and study their teaching practice. This study focuses on how the TAs…

Espousal of Undergraduate Teaching Normative Patterns of First-Year Teaching Assistants

ERIC Educational Resources Information Center

Helland, Patricia A.

2010-01-01

This study focuses on the espousal of undergraduate teaching normative patterns. Results showed that entering teaching assistants had higher levels of disdain than Research I faculty. The country in which students received their undergraduate degrees and gender variables also showed differences in espousal levels. The results give insight into…

Understanding Graduate Teaching Assistants as Tutorial Instructors

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Elby, A.

2006-12-01

Physics graduate teaching assistants are essential to the implementation of many collaborative active-learning environments, including tutorials. However, many TAs have trouble teaching effectively in these formats. Anecdotal evidence suggests that the problems may include inappropriate models of physics students, unproductive theories of learning, lack of experience with modern pedagogical methods, and weaknesses in understanding basic physics topics. A new research project at the University of Maryland is investigating the specific nature of TAs' experience with reform instruction using in-depth studies of TAs in course preparation sessions, in the tutorial classroom, in a weekly teaching seminar, and in reflective interviews. We find that all TAs studied recognize the insufficiency of traditional instruction to at least some extent, citing as evidence their own learning experiences, prior teaching experiences, and exposure to FCI-type data. We also observe great variability in views of the nature of physics knowledge and learning (both professed and enacted). These results are informing the development of the professional development program for physics teaching assistants at the University of Maryland.

Can a teaching assistant experience in a surgical anatomy course influence the learning curve for nontechnical skill development for surgical residents?

PubMed

Heidenreich, Mark J; Musonza, Tashinga; Pawlina, Wojciech; Lachman, Nirusha

2016-01-01

The foundation upon which surgical residents are trained to work comprises more than just critical cognitive, clinical, and technical skill. In an environment where the synchronous application of expertise is vital to patient outcomes, the expectation for optimal functioning within a multidisciplinary team is extremely high. Studies have shown that for most residents, one of the most difficult milestones in the path to achieving professional expertise in a surgical career is overcoming the learning curve. This view point commentary provides a reflection from the two senior medical students who have participated in the Student-as-Teacher program developed by the Department of Anatomy at Mayo Clinic, designed to prepare students for their teaching assistant (TA) role in anatomy courses. Both students participated as TAs in a six week surgical anatomy course for surgical first assistant students offered by the School of Health Sciences at Mayo Clinic. Development of teaching skills, nontechnical leadership, communication, and assessment skills, are discussed in relation to their benefits in preparing senior medical students for surgical residency. © 2015 American Association of Anatomists.

Inquiry-based training improves teaching effectiveness of biology teaching assistants

PubMed Central

Hughes, P. William; Ellefson, Michelle R.

2013-01-01

Graduate teaching assistants (GTAs) are used extensively as undergraduate science lab instructors at universities, yet they often have having minimal instructional training and little is known about effective training methods. This blind randomized control trial study assessed the impact of two training regimens on GTA teaching effectiveness. GTAs teaching undergraduate biology labs (n = 52) completed five hours of training in either inquiry-based learning pedagogy or general instructional “best practices”. GTA teaching effectiveness was evaluated using: (1) a nine-factor student evaluation of educational quality; (2) a six-factor questionnaire for student learning; and (3) course grades. Ratings from both GTAs and undergraduates indicated that indicated that the inquiry-based learning pedagogy training has a positive effect on GTA teaching effectiveness. PMID:24147138

The Individual Graduate Teaching Assistant Negotiating Current Preparation Models: A Case Study of Four Composition Graduate Teaching Assistants

ERIC Educational Resources Information Center

Myers, Mandy F.

2010-01-01

Graduate teaching assistants are common fixtures on college campuses, and their roles encompass a wide range of duties, including supervising labs, working alongside mentors, and teaching a variety of beginner courses to students. It is common practice in the field of composition and rhetoric, for example, to employ second year master's students…

Statistics Graduate Teaching Assistants' Beliefs, Practices and Preparation for Teaching Introductory Statistics

ERIC Educational Resources Information Center

Justice, Nicola; Zieffler, Andrew; Garfield, Joan

2017-01-01

Graduate teaching assistants (GTAs) are responsible for the instruction of many statistics courses offered at the university level, yet little is known about these students' preparation for teaching, their beliefs about how introductory statistics should be taught, or the pedagogical practices of the courses they teach. An online survey to examine…

The National Teaching & Learning Forum, Volume 1, 1991-92.

ERIC Educational Resources Information Center

Rhem, James, Ed.

1992-01-01

Volume One of this 12 page newsletter includes six issues. Typical features include: a lead article; Research Watch; ERIC Tracks; Case Studies; Case Study Responses; Curriculum; Teaching Assistants (TA) Forum; and Profile (personal and Programmatic). Major articles included in volume one are: "Faculty and Students: Different Ways of…

Maximising Resource Allocation in the Teaching Laboratory: Understanding Student Evaluations of Teaching Assistants in a Team-Based Teaching Format

ERIC Educational Resources Information Center

Nikolic, Sasha; Suesse, Thomas F.; McCarthy, Timothy J.; Goldfinch, Thomas L.

2017-01-01

Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and…

Helping Graduate Teaching Assistants Lead Discussions with Undergraduate Students: A Few Simple Teaching Strategies

ERIC Educational Resources Information Center

Jensen, Murray; Farrand, Kirsten; Redman, Leanne; Varcoe, Tamara; Coleman, Leana

2005-01-01

Graduate Teaching Assistants (GTAs) are frequently asked to lead discussion groups. These groups generally take the form of tutorials, review sessions, or problem-based learning classes. In their preparation, what to teach is often emphasized over how to teach. The primary intent of this article is to provide a few simple teaching strategies for…

Assessing Graduate Teaching Assistants' Beliefs and Practices

ERIC Educational Resources Information Center

Douglas, Jennifer; Powell, Darcey N.; Rouamba, Nathalie H.

2016-01-01

Graduate teaching assistants (GTAs) play a crucial role in North American colleges. At a mid-Atlantic, land grant institution, GTAs instruct 34,000 undergraduates per semester. Given this scope, GTAs exert a powerful influence on undergraduate learning, yet little is known about their teaching beliefs in relation to their classroom practices. This…

Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format

NASA Astrophysics Data System (ADS)

Nikolic, Sasha; Suesse, Thomas F.; McCarthy, Timothy J.; Goldfinch, Thomas L.

2017-11-01

Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.

Understanding the World of Teaching: English Teaching Assistants' Journey to Role Realization

ERIC Educational Resources Information Center

Gube, Jan C.; Phillipson, Sivanes

2011-01-01

This study explored the role realization journey of 11 English Teaching Assistants (ETAs) in Hong Kong. Their journey is framed through the lenses of Shulman's (1987) teaching elements of content pedagogical knowledge, knowledge of learners and their characteristics, and knowledge of educational contexts. Data from four different inquiry methods…

Do Graduate Teaching Assistants Benefit from Teaching Inquiry-Based Laboratories?

ERIC Educational Resources Information Center

French, Donald; Russell, Connie

2002-01-01

Introduces a study investigating graduate teaching assistants' (GTA) perceptions on their role in conducting laboratories and explores the benefits of inquiry-based laboratories for GTAs considering their experiences and knowledge. (Contains 22 references.) (YDS)

Enhancing Student Learning of Research Methods through the Use of Undergraduate Teaching Assistants

ERIC Educational Resources Information Center

Crowe, Jessica; Ceresola, Ryan; Silva, Tony

2014-01-01

By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants,…

42 CFR 415.190 - Conditions of payment: Assistants at surgery in teaching hospitals.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 3 2012-10-01 2012-10-01 false Conditions of payment: Assistants at surgery in... Physician Services in Teaching Settings § 415.190 Conditions of payment: Assistants at surgery in teaching... a fee schedule basis for the services of an assistant at surgery in a teaching hospital. This...

42 CFR 415.190 - Conditions of payment: Assistants at surgery in teaching hospitals.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 3 2014-10-01 2014-10-01 false Conditions of payment: Assistants at surgery in... Physician Services in Teaching Settings § 415.190 Conditions of payment: Assistants at surgery in teaching... a fee schedule basis for the services of an assistant at surgery in a teaching hospital. This...

42 CFR 415.190 - Conditions of payment: Assistants at surgery in teaching hospitals.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 3 2013-10-01 2013-10-01 false Conditions of payment: Assistants at surgery in... Physician Services in Teaching Settings § 415.190 Conditions of payment: Assistants at surgery in teaching... a fee schedule basis for the services of an assistant at surgery in a teaching hospital. This...

A Matter of Preference--Lecturers vs. Teaching--Assistants in Tutorials

ERIC Educational Resources Information Center

Davidovitch, Nitza; Soen, Dan

2005-01-01

In many universities and colleges around the world, it is an accepted practice to supplement frontal lectures of courses with separate practice classes or tutorials. For this purpose lecturers may sometimes use the services of teaching-assistants to conduct the tutorials. Teaching-assistants conduct tutorials in many courses in Israel's academic…

New Ways of Learning and Teaching: Focus on Technology and Foreign Language Education. Issues in Language Program Direction: A Series of Annual Volumes.

ERIC Educational Resources Information Center

Muyskens, Judith A., Ed.

This collection of papers is divided into three parts. After "Introduction," (Judith A. Muyskens), Part 1, "Issues in Teaching with Technology: Implications for the Future Training of Teaching Assistants," includes "Exploring the Link between Teaching and Technology: An Approach to TA Development" (Virginia M. Scott) and "A Revolution from Above:…

42 CFR 415.190 - Conditions of payment: Assistants at surgery in teaching hospitals.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 3 2011-10-01 2011-10-01 false Conditions of payment: Assistants at surgery in... in Teaching Settings § 415.190 Conditions of payment: Assistants at surgery in teaching hospitals. (a... schedule basis for the services of an assistant at surgery in a teaching hospital. This section is based on...

42 CFR 415.190 - Conditions of payment: Assistants at surgery in teaching hospitals.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 3 2010-10-01 2010-10-01 false Conditions of payment: Assistants at surgery in... in Teaching Settings § 415.190 Conditions of payment: Assistants at surgery in teaching hospitals. (a... schedule basis for the services of an assistant at surgery in a teaching hospital. This section is based on...

Tale of the Tape: International Teaching Assistant Noticing during Videotaped Classroom Observations

ERIC Educational Resources Information Center

Williams, Gwendolyn M.; Case, Rod E.

2015-01-01

International teaching assistants face challenges in learning the norms for teaching in American universities. In order to address this learning curve this article describes a qualitative study of twenty international teaching assistants that examined how these participants viewed observations as part of their professional development. The study…

Implementation of a Constructivist-Oriented Training for Kinesiology Graduate Teaching Assistants

ERIC Educational Resources Information Center

Schweighardt, Ray

2017-01-01

Increasingly, graduate teaching "assistants" (GTAs) are not "assisting" faculty instructors, but finding themselves in the role of lead instructor, particularly in physical activity courses. Despite this responsibility, GTAs receive little or no pedagogical training and often feel unprepared to teach. Conversely, college and…

Reaching Resisters in a Teaching Assistant Training Program

ERIC Educational Resources Information Center

Brown, Carolyn I.

2016-01-01

In the past decade, there has been limited longitudinal qualitative research examining the effects of training programs on graduate students' teaching performance. One gap in this research is a discussion of Teaching Assistants (TAs) who resist such programs and an examination of strategies for overcoming this resistance. This action research…

Working for Learning: Teaching Assistants Developing Mathematics for Teaching

ERIC Educational Resources Information Center

Drake, Pat

2009-01-01

This article derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications in mathematics but who undertook an honours degree in mathematics education studies at a Higher Education Institution in England whilst continuing to work as TAs in school. Work-based learning was thus undertaken…

Providing Adequate Interactions in Online Discussion Forums Using Few Teaching Assistants

ERIC Educational Resources Information Center

Chang, Chih-Kai; Chen, Gwo-Dong; Hsu, Ching-Kun

2011-01-01

In order to encourage students to participate in online learning forums, prompt responses to their questions are essential. To answer students' online questions, teaching assistants are assigned to manage discussions and answer questions in online learning forums. To minimize the response time, many teaching assistants may be needed to interact…

Troops to Teaching: Lessons from English Teaching Assistants' Experiences of Foundation Degree Study

ERIC Educational Resources Information Center

Smith, Paul H.

2012-01-01

This article explores the suggestion that the UK should follow the lead of the United States and establish "Troops to Teaching" programmes. In particular, it examines the worth of the suggestion that non-graduate qualifications similar to those that have been designed for teaching assistants might be usefully employed to achieve this. In…

Coaching and Quality Assistance in Quality Rating Improvement Systems: Approaches Used by TA Providers to Improve Quality in Early Care and Education Programs and Home-Based Settings

ERIC Educational Resources Information Center

Smith, Sheila; Robbins, Taylor; Schneider, Will; Kreader, J. Lee; Ong, Christine

2012-01-01

Quality Rating Improvement Systems (QRISs) commonly offer on-site technical assistance (TA) and coaching to help early care and education settings achieve quality improvements and a higher QRIS rating. In surveys of administrators overseeing statewide QRISs, almost all states reported the use of on-site TA and coaching in both center-based and…

Do Teaching Assistants Matter? Investigating Relationships between Teaching Assistants and Student Outcomes in Undergraduate Science Laboratory Classes

ERIC Educational Resources Information Center

Wheeler, Lindsay B.; Maeng, Jennifer L.; Chiu, Jennie L.; Bell, Randy L.

2017-01-01

This study explores the relationship between teaching assistants (TAs) and student learning in undergraduate science laboratory classes. TAs typically instruct laboratory courses, yet little, if any, research examines professional development (PD) for TAs or relationships between instructors and students in laboratory settings. The use of…

Exploring and Developing Graduate Teaching Assistants' Pedagogies via Lesson Study

ERIC Educational Resources Information Center

Dotger, Sharon

2011-01-01

Graduate teaching assistants (GTAs) teach many undergraduates in introductory science courses in the USA. Previous literature suggests that GTAs would prefer more context-dependent opportunities to learn to teach more effectively. This study explores the impact of participation in a lesson study cycle with GTAs responsible for an undergraduate…

Computer-Assisted Foreign Language Teaching and Learning: Technological Advances

ERIC Educational Resources Information Center

Zou, Bin; Xing, Minjie; Wang, Yuping; Sun, Mingyu; Xiang, Catherine H.

2013-01-01

Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic…

Graduate Teaching Assistants: Responding to the Challenges of Internationalisation

ERIC Educational Resources Information Center

Winter, Jennie; Turner, Rebecca; Gedye, Sharon; Nash, Patricia; Grant, Vivien

2015-01-01

The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have…

Transforming physics educator identities: TAs help TAs become teaching professionals

NASA Astrophysics Data System (ADS)

Gretton, Anneke L.; Bridges, Terry; Fraser, James M.

2017-05-01

Research-based instructional strategies have been shown to dramatically improve student learning, but widespread adoption of these pedagogies remains limited. Post-secondary teaching assistants (TAs), with their current positions in course delivery and future roles as academic leaders, are an essential target group for teacher training. However, the literature suggests that successful TA professional development must address not only pedagogical practices but also the cultivation of physics educator identity. The primary goal of this study is to build a framework for TA professional development that strengthens the TA's identity as a physics educator. We base this framework on Etienne Wenger's model for communities of practice and Côté and Levine's personality and social structure identity perspective. We explore this framework in the context of a 12-week, low-cost, TA-led and TA-centered professional development intervention. Our qualitative and quantitative data suggest that this efficient community-based intervention strengthened TAs' identification as physics educators.

Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum

ERIC Educational Resources Information Center

Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

2012-01-01

In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…

Handbook for Graduate Teaching Assistants. The University of Georgia.

ERIC Educational Resources Information Center

Simpson, Ronald; And Others

A handbook for University of Georgia graduate teaching assistants (GTAs) is presented that provides practical information about teaching for inexperienced GTAs as well as experienced teachers who seek new ideas. Attention is directed to: responsibilities of assistantships; relationships with faculty and with students; policies, procedures, and…

Teaching Assistant Unionization: Origins and Implications.

ERIC Educational Resources Information Center

Rogow, Robert; Birch, Daniel R.

1984-01-01

Teaching assistants are unionized at most large Ontario and British Columbia universities. The institutions tend to be urban, have large graduate enrollments, and have faced greater budgetary concerns at the time of unionization. Canada's public policy and labor relations decisions have favored unionization more than the United States's have. (MSE)

Educating Young Educators: A Pedagogical Internship for Undergraduate Teaching Assistants

PubMed Central

Romm, Iyah; Gordon-Messer, Susannah

2010-01-01

Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To evaluate the effectiveness of this course, we surveyed students at the close of the semester. We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education. All students who participated in the course expressed interest in participating in future educational internships. We believe that the Educating Young Educators internship has the potential to be a catalyst for personal and professional growth from a novice into an informed young educator. PMID:20516353

Exploration of Factors Related to the Development of Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants' Teaching Orientations

ERIC Educational Resources Information Center

Gilmore, Joanna; Maher, Michelle A.; Feldon, David F.; Timmerman, Briana

2014-01-01

Research indicates that modifying teachers' beliefs about learning and teaching (i.e. teaching orientation) may be a prerequisite to changing their teaching practices. This mixed methods study quantitized data from interviews with 65 graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) fields to assess…

Peer-assisted teaching of basic surgical skills.

PubMed

Preece, Ryan; Dickinson, Emily Clare; Sherif, Mohamed; Ibrahim, Yousef; Ninan, Ann Susan; Aildasani, Laxmi; Ahmed, Sartaj; Smith, Philip

2015-01-01

Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance). Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p < 0.001), and the standard deviation of mean inter-suture distance halved from ± 4.7 mm pre-teaching, to ± 2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Peer-assisted learning suturing workshops can enhance medical students' competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure.

The Training of Teaching Assistants in Departments of History.

ERIC Educational Resources Information Center

Black, Beverly; Bonwell, Charles

1991-01-01

Discusses the lack of teacher training provided for teaching assistants in history departments. Argues that emphasis on research and publication is misplaced because most new Ph.D.s will be teaching rather than publishing. Urges teacher training to prepare graduate students for their chosen profession and to improve undergraduate education. (DK)

Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants

NASA Astrophysics Data System (ADS)

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-06-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics and quantum mechanics using different criteria and if so, why they may be inclined to do so. To investigate possible discrepancies in TAs' grading approaches in courses at different levels, we implemented a sequence of instructional activities in a TA professional development course that asked TAs to grade student solutions of introductory physics and upper-level quantum mechanics problems and explain why, if at all, their grading approaches were different or similar in the two contexts. We analyzed the differences in TAs' grading approaches in the two contexts and discuss the reasons they provided for the differences in their grading approaches in introductory physics and quantum mechanics in individual interviews, class discussions, and written responses. We find that a majority of the TAs graded solutions to quantum mechanics problems differently than solutions to introductory physics problems. In quantum mechanics, the TAs focused more on physics concepts and reasoning and penalized students for not showing evidence of understanding. The findings of the study have implications for TA professional development programs, e.g., the importance of helping TAs think about the difficulty of a problem from an introductory students' perspective and reflecting on the benefits of formative assessment.

Peer-Assisted Analysis of Resident Feedback Improves Clinical Teaching: A Case Report.

PubMed

Mai, Christine L; Baker, Keith

2017-07-01

Anesthesiologists play an important role in educating future clinicians. Yet few residency programs incorporate teaching skills into faculty development. Consequently, many anesthesiologists have limited training to supervise and educate residents. In turn, these attendings may receive negative feedback and poor evaluations from residents without a means to effectively improve. Peer-assisted teaching between faculty members may serve as a strategy to improve teaching skills. We report a case of peer-assisted analysis of resident feedback to identify specific areas of concern that were targeted for improvement. This approach resulted in improved teaching scores and feedback for the faculty member.

The Impact of Learning Assistance Experience on Teaching Pedagogy

ERIC Educational Resources Information Center

Trammell, Jack; Kourtidis, Joanna

2018-01-01

Many administrators in Learning Assistance Programs (LAPs) have teaching duties, or take on teaching duties at some point in their careers. This study was designed to examine the impact of LAP experience on classroom pedagogy. A pilot study was utilized first through listservs and email chains to ask that question of LAP professionals. After…

Effect of Network-Assisted Language Teaching Model on Undergraduate English Skills

ERIC Educational Resources Information Center

He, Chunyan

2013-01-01

With the coming of the information age, computer-based teaching model has had an important impact on English teaching. Since 2004, the trial instruction on Network-assisted Language Teaching (NALT) Model integrating the English instruction and computer technology has been launched at some universities in China, including China university of…

A New Self-Assessment Teaching Assistant Survey for Growth and Development

ERIC Educational Resources Information Center

Mewis, Keith; Dee, Jaclyn; Lam, Vivienne; Obradovich, Shannon; Cassidy, Alice

2018-01-01

During their time as Teaching Assistants (TAs), graduate students develop a variety of skills, knowledge, and attitudes (SKAs) based on teaching and related facilitation experiences. As TAs move on to future opportunities, their prior experiences form a foundation upon which additional teaching experience builds. Presently, there are few tools to…

Graduate Teaching Assistants' Epistemological and Metacognitive Development

ERIC Educational Resources Information Center

Sandi-Urena, Santiago; Cooper, Melanie M.; Gatlin, Todd A.

2011-01-01

Research in general chemistry laboratory instruction has rarely focused on the impact of the learning environment on the graduate teaching assistants (GTAs). We decided to investigate the effect that facilitating a well established cooperative problem-based chemistry laboratory has on GTAs' epistemological and metacognitive development, and how…

Teaching Assistants' Self-Efficacy in Teaching Literature: Sources, Personal Assessments, and Consequences

ERIC Educational Resources Information Center

Mills, Nicole

2011-01-01

Byrnes (2001) has suggested that the disconnection between language and literature instruction within many foreign language departments has consequences on the professionalization of graduate students. These structural issues lead to questions about graduate students' development. How do teaching assistants (TAs) perceive their competency as…

College Students' Perceptions of What Teaching Assistants Are Self-Disclosing in the Classroom

ERIC Educational Resources Information Center

Punyanunt-Carter, Narissra Maria

2006-01-01

The purpose of this study was to examine college students' perceptions of their teaching assistants' self-disclosure behavior in the classroom. Students in the introductory speech course rated their teaching assistants' self-disclosure based on positive and negative statements. In addition, student rated the self-disclosure on intent to disclose,…

Course Evaluation Matters: Improving Students' Learning Experiences with a Peer-Assisted Teaching Programme

ERIC Educational Resources Information Center

Carbone, Angela; Ross, Bella; Phelan, Liam; Lindsay, Katherine; Drew, Steve; Stoney, Sue; Cottman, Caroline

2015-01-01

In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in…

Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies.

PubMed

Bowles, David; Radford, Julie; Bakopoulou, Ioanna

2017-11-19

Inclusive education policies have led to a worldwide increase in the number of teaching assistants (TAs) working in mainstream schools. TAs have a large amount of responsibility for supporting children with special educational needs and disabilities (SEND), a role which by default has become instructional in practice, and for which training and preparation are rarely adequate. While there is some research into the nature of TAs' interactions with pupils and the strategies they use which are helpful for children's learning, TAs' perspectives on their own classroom practice have yet to be explored. To explore TAs' perceptions about their use of inclusive pedagogical strategies. The study involved eleven TAs in two mainstream primary schools. The TAs were interviewed face to face to explore their views about inclusive pedagogical strategies. The data were analysed using thematic analysis. TAs were clear about the strategies they use to offer emotional and relational support to children. There were some gaps, however, in their knowledge about how children learn, specifically in terms of transferring responsibility for learning onto children. The study advances understanding of scaffolding from a TA perspective and highlights the importance of training TAs in scaffolding theory. © 2017 The British Psychological Society.

Teaching Assistants and Nonteaching Staff: Do They Improve Student Outcomes? Working Paper 169

ERIC Educational Resources Information Center

Clotfelter, Charles T.; Hemelt, Steven W.; Ladd, Helen F.

2016-01-01

This paper examines the role of teaching assistants and other personnel on student outcomes in elementary schools during a period of recession-induced cutbacks in teachers and teaching assistants. Using panel data from North Carolina, we exploit the state's unique system of financing its local public schools to identify the causal effects of…

Teaching Assistants Who Instruct Preparatory Mathematics to Academically-Challenged First-Year College Students

ERIC Educational Resources Information Center

Tawfeeq, Dante A. L.

2011-01-01

Teaching preparatory mathematics to first-time college students--who come from economically impoverished high schools that have not prepared their students to do college level mathematics--can be a daunting task for teaching assistants (TAs). The preparation of TAs to assist such students in the mastery of mathematical content is a complex…

Discipline-Specific Practica for International Teaching Assistants

ERIC Educational Resources Information Center

Gorsuch, Greta J.

2006-01-01

A topic of continued discussion has been whether international teaching assistant (ITA) education is best done within academic departments, or within university-wide programs organized by English as a Second Language (ESL) specialists. This report describes a pilot ITA practicum which may potentially combine the best of both approaches: Academic…

Teaching assistant-student interactions in a modified SCALE-UP classroom

NASA Astrophysics Data System (ADS)

DeBeck, George; Demaree, Dedra

2012-02-01

In the spring term of 2010, Oregon State University (OSU) began using a SCALE-UP style classroom in the instruction of the introductory calculus-based physics series. Instruction in this classroom was conducted in weekly two-hour sessions facilitated by the primary professor and either two graduate teaching assistants (GTAs) or a graduate teaching assistant and an undergraduate learning assistant (LA). During the course of instruction, two of the eight tables in the room were audio and video recorded. We examine the practices of the GTAs in interacting with the students through both qualitative and quantitative analyses of these recordings. Quantitatively, significant differences are seen between the most experienced GTA and the rest. A major difference in confidence is also observed in the qualitative analysis of this GTA compared to a less experienced GTA.

An Intensive Training Program for Effective Teaching Assistants in Chemistry

ERIC Educational Resources Information Center

Dragisich, Vera; Keller, Valerie; Zhao, Meishan

2016-01-01

We report an intensive graduate teaching assistant (GTA) training program developed at The University of Chicago. The program has been assessed and has been successful in preparing GTAs for effective discussion and laboratory teaching for both general and organic chemistry. We believe that this training program can provide insightful information…

Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

NASA Astrophysics Data System (ADS)

Dechenne, Sue Ellen

Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self

The Effect of Computer-Assisted Teaching on Remedying Misconceptions: The Case of the Subject "Probability"

ERIC Educational Resources Information Center

Gurbuz, Ramazan; Birgin, Osman

2012-01-01

The aim of this study is to determine the effects of computer-assisted teaching (CAT) on remedying misconceptions students often have regarding some probability concepts in mathematics. Toward this aim, computer-assisted teaching materials were developed and used in the process of teaching. Within the true-experimental research method, a pre- and…

Confronting passive behavior through outdoor experience: a TA approach to experiential learning

Treesearch

Frederick W. Medrick

1977-01-01

The concepts and techniques of transactional analysis (TA) can usefully be applied to outdoor challenge programs aimed at facilitating personal growth, developing responsibility, and teaching cooperative behavior. Passive behavior results from discounting of the self and others; four levels of it have been identified, and TA offers various means of preventing or...

Developing Teaching Material Software Assisted for Numerical Methods

NASA Astrophysics Data System (ADS)

Handayani, A. D.; Herman, T.; Fatimah, S.

2017-09-01

The NCTM vision shows the importance of two things in school mathematics, which is knowing the mathematics of the 21st century and the need to continue to improve mathematics education to answer the challenges of a changing world. One of the competencies associated with the great challenges of the 21st century is the use of help and tools (including IT), such as: knowing the existence of various tools for mathematical activity. One of the significant challenges in mathematical learning is how to teach students about abstract concepts. In this case, technology in the form of mathematics learning software can be used more widely to embed the abstract concept in mathematics. In mathematics learning, the use of mathematical software can make high level math activity become easier accepted by student. Technology can strengthen student learning by delivering numerical, graphic, and symbolic content without spending the time to calculate complex computing problems manually. The purpose of this research is to design and develop teaching materials software assisted for numerical method. The process of developing the teaching material starts from the defining step, the process of designing the learning material developed based on information obtained from the step of early analysis, learners, materials, tasks that support then done the design step or design, then the last step is the development step. The development of teaching materials software assisted for numerical methods is valid in content. While validator assessment for teaching material in numerical methods is good and can be used with little revision.

Effectiveness of Student-Generated Video as a Teaching Tool for an Instrumental Technique in the Organic Chemistry Laboratory

ERIC Educational Resources Information Center

Jordan, Jeremy T.; Box, Melinda C.; Eguren, Kristen E.; Parker, Thomas A.; Saraldi-Gallardo, Victoria M.; Wolfe, Michael I.; Gallardo-Williams, Maria T.

2016-01-01

Multimedia instruction has been shown to serve as an effective learning aid for chemistry students. In this study, the viability of student-generated video instruction for organic chemistry laboratory techniques and procedure was examined and its effectiveness compared to instruction provided by a teaching assistant (TA) was evaluated. After…

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

PubMed Central

DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. PMID:26250562

Complicity or Multiplicity? Defining Boundaries for Graduate Teaching Assistant Success

ERIC Educational Resources Information Center

Dunn-Haley, Karen; Zanzucchi, Anne

2012-01-01

Professional development of graduate teaching assistants (GTAs) regarding interpersonal boundaries is key not only to the well-being of the GTAs but also to the undergraduates they are teaching. GTAs who are developing their professional identities are a primary contact for undergraduates, especially in lower-division classes, and thus play a key…

Outcomes of Video-Assisted Teaching for Latching in Postpartum Women: A Randomized Controlled Trial.

PubMed

Sroiwatana, Suttikamon; Puapornpong, Pawin

2018-04-25

Latching is an important process of breastfeeding and should be taught and practiced by the postpartum mother. The objective is to compare latching outcomes between video-assisted and routine teaching methods among postpartum women. A randomized controlled trial was conducted. Postpartum women who had deliveries without complications were randomized into two groups: 14 cases in the video-assisted teaching group and 14 cases in a routine teaching group. In the first group, the mothers were taught breastfeeding benefits, latching methods, and breastfeeding positions and practiced breastfeeding in a controlled setting for a 30-minute period and watched a 6-minute video with consistent content. In the second group, the mothers were taught a normal 30-minute period and then practiced breastfeeding. In both groups, Latching on, Audible swallowing, the Type of nipples, Comfort, and Help (LATCH) scores were assessed at 24-32 and 48-56 hours after the breastfeeding teaching modals. Demographic data and LATCH scores were collected and analyzed. There were no statistically significant differences in the mothers' ages, occupations, marital status, religion, education, income, infants' gestational age, body mass index, nipple length, route of delivery, and time to first latching between the video-assisted and routine breastfeeding teaching groups. First and second LATCH score assessments had shown no significant differences between both breastfeeding teaching groups. The video-assisted breastfeeding teaching did not improve latching outcomes when it was compared with routine teaching.

Internet-Assisted Technologies for English Language Teaching in Turkish Universities

ERIC Educational Resources Information Center

Celik, Serkan

2013-01-01

Although the enormous potential of the Internet has gained attention in Internet-assisted language teaching (IALT), a solid background of research is still lacking about/investigating English as a foreign language (EFL) teachers' use of Internet assistive technologies. This study set out to determine Turkish university level EFL instructors'…

A Graduate Teaching Assistant Workshop in a Faculty of Science

ERIC Educational Resources Information Center

Harris, Dik; McEwen, Laura April

2009-01-01

This article describes the design and implementation of a workshop on teaching and learning for graduate teaching assistants (GTAs) in a Faculty of Science at a major Canadian research-intensive university. The approach borrows heavily from an existing successful workshop for faculty but is tailored specifically to the needs of GTAs in science in…

The Graduate Teaching Assistant (GTA): Lessons from North American Experience

ERIC Educational Resources Information Center

Park, Chris

2004-01-01

The employment of graduate students on a part-time basis to help with the teaching of undergraduates is growing in the UK and many higher education institutions are confronted with challenges about how best to do this. UK institutions have much to learn from North American experience of appointing graduate teaching assistants (GTAs), and this…

Comparing Student Perceptions of the Classroom Climate Created by U.S. American and International Teaching Assistants

ERIC Educational Resources Information Center

Meyer, Kevin R.; Mao, Yuping

2014-01-01

Previous studies have revealed that American undergraduate students complain about International Teaching Assistants' (ITAs) lack of English proficiency and rate ITAs lower than American Teaching Assistants (ATAs) on teaching evaluations. This study investigates student perceptions of classroom climate to discover how ITAs might overcome students'…

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research

ERIC Educational Resources Information Center

Reeves, Todd D.; Marbach-Ad, Gili; Miller, Kristen R.; Ridgway, Judith; Gardner, Grant E.; Schussler, Elisabeth E.; Wischusen, E. William

2016-01-01

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD)…

Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers

ERIC Educational Resources Information Center

Rogers, Kimberly Cervello; Steele, Michael D.

2016-01-01

Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by…

Computer-Assisted Microscopy in Science Teaching and Research.

ERIC Educational Resources Information Center

Radice, Gary P.

1997-01-01

Describes a technological approach to teaching the relationships between biological form and function. Computer-assisted image analysis was integrated into a microanatomy course. Students spend less time memorizing and more time observing, measuring, and interpreting, building technical and analytical skills. Appendices list hardware and software…

Research and Teaching: Undergraduate Science Learners Show Comparable Outcomes Whether Taught by Undergraduate or Graduate Teaching Assistants

ERIC Educational Resources Information Center

Chapin, Hannah C.; Wiggins, Benjamin L.; Martin-Morris, Linda E.

2014-01-01

Peer educators can be a powerful addition to classroom learning environments. Traditionally, the university science teaching model relies on graduate teaching assistants (GTAs) to provide instruction in laboratory class sessions, but there is increasing evidence that undergraduate TAs (UTAs) can fill an equivalent role. A comparison of student…

Beyond Proficiency: An Asset-Based Approach to International Teaching Assistant Training

ERIC Educational Resources Information Center

Swan, Lisa M.; Kramer, Sabrina; Gopal, Anita; Shi, Lijuan; Roth, Stephen M.

2017-01-01

This study assesses an asset-based approach to international teaching assistant (ITA) training at a public research institution. The program is a peer mentorship-based learning community that facilitates ITAs' cultural awareness and pedagogic development. Survey results indicate the program positively impacted participants' teaching skills,…

Graduate teaching assistants' perceptions of teaching competencies required for work in undergraduate science labs

NASA Astrophysics Data System (ADS)

Deacon, Christopher; Hajek, Allyson; Schulz, Henry

2017-11-01

Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, 'Clearly and effectively communicates ideas and information with students' was the only competency for which there was agreement on the level of requirement. We also examined GTAs' self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role.

[Trial to stimulate learning motivation of medical students in the dissection practice "teaching assistant system"].

PubMed

Kawashiro, Yukiko; Kadota, Tomoko; Matsuno, Yoshiharu; Miyaso, Hidenobu; Komiyama, Masatoshi; Mori, Chisato

2008-06-01

At the Medical School of Chiba University, educational dissection tours have been conducted for intra- and extramural students in other programs, such as students of nursing. In the 2006 school year there were more than 1,500 students. As presented in a previous report, we tested an educational program in which our medical students teach other students parts of splanchnology, neurology, and myology to promote student understanding of human physiology through their own teaching. Since this system, termed the "teaching assistant system," was fairly laborious for many medical students, we attempted to improve it by decreasing the students' load and reducing the frequency of teaching from several times to once during the one-term dissection practice. We assessed the improved method with questionnaires for medical students who had studied at the school in 2006 and 2007 (n = 206) before and after teaching other students. The response rate for the questionnaires was 91.3% (n = 188). The results were as follows. (1) Most medical students (69.7%) realized that the task of teaching had stimulating effects on their own learning motivation. (2) According to most of their evaluations (80.4%), the duties of teaching involved in the previous assistant system were laborious. In contrast, the ratio of medical students who considered teaching to be laborious decreased by about half (55.3%) in the present improved system. (3) Most students (79.8%) were satisfied with the teaching assistant system. We concluded that the improved teaching assistant system was effective for the dissection practice.

Reflections on Our First Calculus Undergraduate Teaching Assistant

ERIC Educational Resources Information Center

Deshler, Jessica M.

2016-01-01

This article describes some reflections from the first Calculus I undergraduate teaching assistant in our department as she explored the various ways in which she was able to support both novice and experienced Calculus teachers and the effect of her experience on her academic and career plans.

Examining Classroom Negotiation Strategies of International Teaching Assistants

ERIC Educational Resources Information Center

Williams, Gwendolyn M.

2011-01-01

From a constructivist point of view teacher identity evolves as the teacher interacts and negotiates with others. However, before negotiation can occur, instructors must establish their own teacher identity as a starting position. This narrative study analyzes how international teaching assistants negotiated with their American undergraduate…

Supporting Future Faculty in Developing Their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants

ERIC Educational Resources Information Center

Wise, Alyssa

2011-01-01

Past research has shown that informal communications among Graduate Teaching Assistants (GTAs) are more influential in shaping their teaching practices than formal induction programs. Yet little is known about how these informal helping relationships evolve and how universities can help support their formation as part of the preparation of future…

An investigation of communication patterns and strategies between international teaching assistants and undergraduate students in university-level science labs

NASA Astrophysics Data System (ADS)

Gourlay, Barbara Elas

This research project investigates communication between international teaching assistants and their undergraduate students in university-level chemistry labs. During the fall semester, introductory-level chemistry lab sections of three experienced non-native speaking teaching assistants and their undergraduate students were observed. Digital audio and video recordings documented fifteen hours of lab communication, focusing on the activities and interactions in the first hour of the chemistry laboratory sessions. In follow-up one-on-one semi-structured interviews, the participants (undergraduates, teaching assistants, and faculty member) reviewed interactions and responded to a 10-item, 7-point Likert-scaled interview. Interactions were classified into success categories based on participants' opinions. Quantitative and qualitative data from the observations and interviews guided the analysis of the laboratory interactions, which examined patterns of conversational listening. Analysis of laboratory communication reveals that undergraduates initiated nearly two-thirds of laboratory communication, with three-fourths of interactions less than 30 seconds in duration. Issues of gender and topics of interaction activity were also explored. Interview data identified that successful undergraduate-teaching assistant communication in interactive science labs depends on teaching assistant listening comprehension skills to interpret and respond successfully to undergraduate questions. Successful communication in the chemistry lab depended on the coordination of visual and verbal sources of information. Teaching assistant responses that included explanations and elaborations were also seen as positive features in the communicative exchanges. Interaction analysis focusing on the listening comprehension demands placed on international teaching assistants revealed that undergraduate-initiated questions often employ deixis (exophoric reference), requiring teaching assistants to

A Survey to Capture Needs Assessment for Graduate Teaching Assistant Training

ERIC Educational Resources Information Center

Sohoni, Sohum; Cho, Yoonjung; French, Donald P.

2013-01-01

Graduate teaching assistants (GTAs) often teach the majority of contact hours within engineering with little pedagogical knowledge. To plan efficient professional development for GTAs to address this, we created and administered a survey to measure the perceived importance of GTAs' roles and responsibilities. GTAs, faculty, and students rated the…

Toward a Measure of Professional Development for Graduate Student Teaching Assistants

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Lesseig, Kristin; Anderson, Shawn M.; Li, Sissi L.; Staus, Nancy L.; Barthel, Celeste

2012-01-01

This study describes the development and validation of an instrument to measure graduate teaching assistants' (GTAs) learning about teaching during professional development. In the pilot study, exploratory factor analysis of data from 239 graduate students indicates a single factor structure. The second study, involving 177 science, technology,…

The Process of Physics Teaching Assistants' Pedagogical Content Knowledge Development

ERIC Educational Resources Information Center

Seung, Eulsun

2013-01-01

This study explored the process of physics teaching assistants' (TAs) PCK development in the context of teaching a new undergraduate introductory physics course. "Matter and Interactions" (M&I) has recently adopted a new introductory physics course that focuses on the application of a small number of fundamental physical…

Research and Teaching: Development of Undergraduate Teaching Assistants as Effective Instructors in STEM Courses

ERIC Educational Resources Information Center

Philipp, Stephanie B.; Tretter, Thomas; Rich, Christine V.

2016-01-01

This study examined the development of peer mentoring skills and deepening of content knowledge by trained and supported undergraduate teaching assistants working with students in entry-level STEM courses across nine departments at a large research-intensive U.S. university.

Creating Space: Maximising the Potential of the Graduate Teaching Assistant Role

ERIC Educational Resources Information Center

Fairbrother, Hannah

2012-01-01

Creating space for Graduate Teaching Assistants (GTAs) to work as active members of the department and take ownership of certain learning and teaching activities has many potential benefits. Allowing GTAs the autonomy to pursue personal projects and share their enthusiasm for their subjects could help GTAs to develop a sense of professional…

Helping Graduate Teaching Assistants in Biology Use Student Evaluations as Professional Development

ERIC Educational Resources Information Center

Kendall, K. Denise; Niemiller, Matthew L.; Dittrich-Reed, Dylan; Schussler, Elisabeth E.

2014-01-01

Graduate teaching assistants (GTAs) are often used as instructors in undergraduate introductory science courses, particularly in laboratory and discussion sections associated with large lectures. These GTAs are often novice teachers with little opportunity to develop their teaching skills through formal professional development. Focused…

Health Policy in Physician Assistant Education: Teaching Considerations and a Model Curriculum.

PubMed

Kidd, Vasco Deon; Cawley, James F; Kayingo, Gerald

2016-03-01

Recognition is growing within the medical academic community that future clinicians will need the tools to understand and influence health policy decisions. With the passage of the Patient Protection and Affordable Care Act of 2010, future clinicians will need not only clinical competence for successful practice but also an understanding of how health systems function. Although the fourth edition of the Accreditation Standards for Physician Assistant Education contains provisions and stipulations for the teaching of health topics in general and health policy specifically, physician assistant (PA) educators retain little consensus regarding either learning objectives or specific rubrics for teaching these important concepts. In this article, we discuss approaches for teaching health policy, delineate useful educational resources for PA faculty, and propose a model curriculum.

An Integrated Approach to Training Graduate Teaching Assistants

ERIC Educational Resources Information Center

Gallardo-Williams, Maria Teresa; Petrovich, Lori Marie

2017-01-01

We describe the implementation of a graduate teaching assistant (GTA) training program in the Department of Chemistry designed to integrate with the professional development initiatives of the Graduate School at a large, public, research-intensive university. The program is a 1-year course of study that offers graduate students a chance to…

Teaching German-Americana with Assistance from the Web.

ERIC Educational Resources Information Center

Shea, Robert J.; Hoyt, Giles R.

1998-01-01

Argues that the World Wide Web can assist in teaching about German-Americana in German-language instruction, and discusses some basic Web page uses to find and organize literary texts, syllabi, course outlines, images and realia, and information about people, organizations, events, and places. Some of the most useful German-American resources are…

Gate oxide thickness dependence of the leakage current mechanism in Ru/Ta2O5/SiON/Si structures

NASA Astrophysics Data System (ADS)

Ťapajna, M.; Paskaleva, A.; Atanassova, E.; Dobročka, E.; Hušeková, K.; Fröhlich, K.

2010-07-01

Leakage conduction mechanisms in Ru/Ta2O5/SiON/Si structures with rf-sputtered Ta2O5 with thicknesses ranging from 13.5 to 1.8 nm were systematically studied. Notable reaction at the Ru/Ta2O5 interface was revealed by capacitance-voltage measurements. Temperature-dependent current-voltage characteristics suggest the bulk-limited conduction mechanism in all metal-oxide-semiconductor structures. Under gate injection, Poole-Frenkel emission was identified as a dominant mechanism for 13.5 nm thick Ta2O5. With an oxide thickness decreasing down to 3.5 nm, the conduction mechanism transforms to thermionic trap-assisted tunnelling through the triangular barrier. Under substrate injection, the dominant mechanism gradually changes with decreasing thickness from thermionic trap-assisted tunnelling to trap-assisted tunnelling through the triangular barrier; Poole-Frenkel emission was not observed at all. A 0.7 eV deep defect level distributed over Ta2O5 is assumed to be responsible for bulk-limited conduction mechanisms and is attributed to H-related defects or oxygen vacancies in Ta2O5.

International Teaching Assistants at Universities: A Research Agenda

ERIC Educational Resources Information Center

Gorsuch, Greta

2016-01-01

International teaching assistants (ITAs) are Indian, Chinese, Korean, Turkish, etc. international students who have been admitted to graduate study at universities in the U.S.A. and Canada, and are being supported as instructors of undergraduate-level classes and labs in biology, chemistry, physics, and math. For the past 30 years, the number of…

Professional Learning for Teaching Assistants and Its Effect on Classroom Roles

ERIC Educational Resources Information Center

Hurst, Chris; Sparrow, Len

2012-01-01

The Swan Valley Cluster of schools for the Make It Count project identified the professional learning of teachers and teaching assistants as a key factor in improving numeracy outcomes for urban Indigenous children. Initial training for assistants began in late 2010 and took the form of workshops based on a modified First Steps in Mathematics…

Teaching an Individual with Severe Intellectual Delay to Request Assistance Conditionally

ERIC Educational Resources Information Center

Reichle, Joe; McComas, Jennifer; Dahl, Norm; Solberg, Gina; Pierce, Sarah; Smith, David

2005-01-01

The purpose of this study was to evaluate intervention procedures to teach conditional use of a communicative request for assistance and independent task performance. A 40-year-old man with autism and severe mental retardation with a history of escape-related problems was taught to use a graphic symbol to request assistance and to engage…

Looking for Some Different Answers about Teaching Assistants

ERIC Educational Resources Information Center

Balshaw, Maggie

2010-01-01

A closer look at the dynamics of school organisation, culture and ethos in respect to the support and management of teaching assistants (TAs) can help to develop more effective ways of using their energy, skills and talent. Focusing on the UK System, this author has found promising practices that can be built on. Where schools have begun to look…

Innovations in Teaching: How Novice Teaching Assistants Include LGBTQ Topics in the Writing Classroom

ERIC Educational Resources Information Center

Jaekel, Kathryn S.

2016-01-01

This article examines how three novice graduate teaching assistants included lesbian, gay, bisexual, transgender, and queer topics in their first-year writing classrooms. Findings suggest that inclusion of these topics can be successfully done through attention to identity in the classroom, including current-day events, and structuring classroom…

The Transition from Traditional Teaching to Web-Assisted Technology

ERIC Educational Resources Information Center

Frey, Andy J.; Faul, Anna C.

2005-01-01

This research note presents a conceptual model for understanding how students embrace technology, briefly presents results of a pilot study supporting this conceptualization, and makes suggestions for web-assisted teaching and research. The conceptual framework helps the reader understand how instructors' "Marketing strategies" may need to change…

Training the Foot Soldiers of Inquiry: Development and Evaluation of a Graduate Teaching Assistant Learning Community

ERIC Educational Resources Information Center

Linenberger, Kimberly; Slade, Michael C.; Addis, Elizabeth A.; Elliott, Emily R.; Mynhardt, Glené; Raker, Jeffrey R.

2014-01-01

As part of a Howard Hughes Program for Innovation in Science Education grant at Iowa State University, a series of interdisciplinary graduate teaching assistant learning communities (TALC) were developed. The purpose of these communities was to create an environment to facilitate teaching assistants' pedagogical development and training to enhance…

Efficacy of a Virtual Teaching Assistant in an Open Laboratory Environment for Electric Circuits

ERIC Educational Resources Information Center

Saleheen, Firdous; Wang, Zicong; Picone, Joseph; Butz, Brian P.; Won, Chang-Hee

2018-01-01

In order to provide an on-demand, open electrical engineering laboratory, we developed an innovative software-based Virtual Open Laboratory Teaching Assistant (VOLTA). This web-based virtual assistant provides laboratory instructions, equipment usage videos, circuit simulation assistance, and hardware implementation diagnostics. VOLTA allows…

Hand-assisted Approach as a Model to Teach Complex Laparoscopic Hepatectomies: Preliminary Results.

PubMed

Makdissi, Fabio F; Jeismann, Vagner B; Kruger, Jaime A P; Coelho, Fabricio F; Ribeiro-Junior, Ulysses; Cecconello, Ivan; Herman, Paulo

2017-08-01

Currently, there are limited and scarce models to teach complex liver resections by laparoscopy. The aim of this study is to present a hand-assisted technique to teach complex laparoscopic hepatectomies for fellows in liver surgery. Laparoscopic hand-assisted approach for resections of liver lesions located in posterosuperior segments (7, 6/7, 7/8, 8) was performed by the trainees with guidance and intermittent intervention of a senior surgeon. Data as: (1) percentage of time that the senior surgeon takes the surgery as main surgeon, (2) need for the senior surgeon to finish the procedure, (3) necessity of conversion, (4) bleeding with hemodynamic instability, (5) need for transfusion, (6) oncological surgical margins, were evaluated. In total, 12 cases of complex laparoscopic liver resections were performed by the trainee. All cases included deep lesions situated on liver segments 7 or 8. The senior surgeon intervention occurred in a mean of 20% of the total surgical time (range, 0% to 50%). A senior intervention >20% was necessary in 2 cases. There was no need for conversion or reoperation. Neither major bleeding nor complications resulted from the teaching program. All surgical margins were clear. This preliminary report shows that hand-assistance is a safe way to teach complex liver resections without compromising patient safety or oncological results. More cases are still necessary to draw definitive conclusions about this teaching method.

SWIFT Intensive Technical Assistance Process. Technical Assistance Brief #1

ERIC Educational Resources Information Center

Sailor, Wayne; McCart, Amy; McSheehan, Michael; Mitchiner, Melinda; Quirk, Carol

2014-01-01

The national center on Schoolwide Integrated Framework for Transformation (SWIFT Center) is now approaching the halfway point in its first full year of providing intensive technical assistance (TA) to 68 schools in 20 local educational agencies across five states. The purpose of this brief is to provide a thumbnail sketch of how this TA process…

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants.

PubMed

DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor's belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K-12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. © 2015 S. E. DeChenne et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Vestals or Victims: Suggestions for the Female Teaching Assistant.

ERIC Educational Resources Information Center

Rohrscheib, Laura

Female instructors and female teaching assistants are still struggling to receive recognition as men's equals in academic circles. Although many obvious barriers have fallen, more base and personal forms of discrimination and harassment still exist. Women are trivialized in the professional system and are devalued by the administration. Students…

Pedagogical Encounters, Graduate Teaching Assistants, and Decolonial Feminist Commitments

ERIC Educational Resources Information Center

Madden, Meredith

2014-01-01

This study examines the pedagogical experiences of fourteen graduate teaching assistants (GTAs) across academic disciplines at a large private university in the Northeastern US. The participants in this study represent a small, focused group of GTAs who hold progressive social justice commitments and share pedagogical philosophies anchored in…

The role for peer-assisted ultrasound teaching in medical school.

PubMed

Dickerson, Jonathan; Paul, Katie; Vila, Pierre; Whiticar, Rebecca

2017-06-01

Bedside ultrasonography has an increasing role in medicine yet medical students have limited exposure. Although countless hours are devoted to plain radiograph and electrocardiogram (ECG) interpretation, ultrasound is frequently glossed over. Yet this imaging modality could enhance students' understanding of anatomy, physiology and pathology, and may increase their integration into hospital teams. We aimed to investigate whether a peer-assisted ultrasound course has a place within the undergraduate medical curriculum. We describe the implementation of a course and discuss its acceptability and utility in student education. Bedside ultrasonography has an increasing role in medicine yet medical students have limited exposure METHODS: Following consultation with the medical school, an improved ultrasonography course was developed with expert guidance from an ultrasonographer and with new equipment. Sessions involved peer-tutors teaching ultrasonography techniques to medical students during emergency medicine placements. Tutees completed questionnaires to assess the quality and perceived benefits of the course and of learning ultrasonography. Both quantitative and thematic analyses of the responses were conducted by the authors. Over a period of 8 months, 105 medical students received teaching across four sessions. A total of 103 students (98%) returned questionnaires on their evaluation of the course and tutors, and on their confidence in using ultrasound. Ninety-eight per cent felt that the teaching was well delivered, 100 per cent felt that their knowledge of ultrasound had improved and 100 per cent would recommend the course. The peer-assisted ultrasound course described here enabled the majority of students to feel confident gaining elementary ultrasound views, and performing abdominal aneurysm screening and trauma assessments: techniques that they could hopefully put to use during their placements. The peer-assisted model has an acceptable role in teaching

Student-Assisted Teaching: A Guide to Faculty-Student Teamwork.

ERIC Educational Resources Information Center

Miller, Judith E., Ed.; Groccia, James E., Ed.; Miller, Marilyn S., Ed.

This book provides a range of models for undergraduate student-assisted teaching partnerships to help teachers and administrators make learning more student-centered, effective, and productive. The 31 models describes a range of approaches and applications in a variety of settings and disciplines. The chapters are: (1) "Establishing a Common…

Investigating Mobile-Assisted Oral Feedback in Teaching Chinese as a Second Language

ERIC Educational Resources Information Center

Xu, Qi; Peng, Hongying

2017-01-01

This article reports on an exploratory study investigating mobile-assisted oral feedback in teaching Chinese as a second language (CSL). It is aimed at exploring the characteristics of mobile-assisted feedback on oral production with the smartphone social communication app WeChat as a case in point and examining learners' perceptions of…

Developing geogebra-assisted reciprocal teaching strategy to improve junior high school students’ abstraction ability, lateral thinking and mathematical persistence

NASA Astrophysics Data System (ADS)

Priatna, N.; Martadiputra, B. A. P.; Wibisono, Y.

2018-05-01

The development of science and technology requires reform in the utilization of various resources for mathematics teaching and learning process. One of the efforts that can be made is the implementation of GeoGebra-assisted Reciprocal Teaching strategy in mathematics instruction as an effective strategy in improving students’ cognitive, affective, and psychomotor abilities. This research is intended to implement GeoGebra-assisted Reciprocal Teaching strategy in improving abstraction ability, lateral thinking, and mathematical persistence of junior high school students. It employed quasi-experimental method with non-random pre-test and post-test control design. More specifically, it used the 2x3 factorial design, namely the learning factors that included GeoGebra-assisted Reciprocal Teaching and conventional teaching learning, and levels of early mathematical ability (high, middle, and low). The subjects in this research were the eighth grade students of junior high school, taken with purposive sampling. The results of this research show: Abstraction and lateral abilities of students who were taught with GeoGebra-assisted Reciprocal Teaching strategy were significantly higher than those of students who received conventional learning. Mathematical persistence of students taught with GeoGebra-assisted Reciprocal Teaching strategy was also significantly higher than of those taught with conventional learning.

The Effect of Technical Assistance on Involvement and Use: The Case of a Research, Evaluation, and Technical Assistance Project

ERIC Educational Resources Information Center

Roseland, Denise; Volkov, Boris B.; Callow-Heusser, Catherine

2011-01-01

In contrast to typical National Science Foundation program evaluations, the Utah State Math Science Partnership-Research, Evaluation and Technical Assistance Project (MSP-RETA) provided technical assistance (TA) in two forms: direct TA for up to 10 projects a year, and professional development sessions for a larger number of project staff. Not…

Robotic Teaching Assistance for the "Tower of Hanoi" Problem

ERIC Educational Resources Information Center

Thien, Nguyen Duc; Terracina, Annalisa; Iocchi, Luca; Mecella, Massimo

2016-01-01

In this work the authors investigate the effectiveness of robotics in education. Rather than creating excitement for children when playing with robots in games, they are examining the overall learning environment where a robot acts as a teaching assistant. They designed a suitable lesson plan when groups of teenagers participate in activities…

I Am More than Just a TA!

ERIC Educational Resources Information Center

Emira, Mahmoud

2011-01-01

This article is based on the findings of a funded research project. It examines the perspectives of teaching assistants (TAs) and higher-level teaching assistants (HLTAs) on their responsibilities and their views on leadership and management to see how they might have a role in leadership and management. The sample (N = 58) was drawn from schools…

Visible Light Assisted Photocatalytic Hydrogen Generation by Ta 2O 5/Bi 2O 3, TaON/Bi 2O 3, and Ta 3N 5/Bi 2O 3 Composites

DOE PAGES

Adhikari, Shiba; Hood, Zachary D.; More, Karren Leslie; ...

2015-06-15

Composites comprised of two semiconducting materials with suitable band gaps and band positions have been reported to be effective at enhancing photocatalytic activity in the visible light region of the electromagnetic spectrum. Here, we report the synthesis, complete structural and physical characterizations, and photocatalytic performance of a series of semiconducting oxide composites. UV light active tantalum oxide (Ta2O5) and visible light active tantalum oxynitride (TaON) and tantalum nitride (Ta 3N 5) were synthesized, and their composites with Bi 2O 3 were prepared in situ using benzyl alcohol as solvent. The composite prepared using equimolar amounts of Bi 2O 3 andmore » Ta 2O 5 leads to the formation of the ternary oxide, bismuth tantalate (BiTaO 4) upon calcination at 1000 °C. The composites and single phase bismuth tantalate formed were characterized by powder X-ray diffraction (PXRD), thermogravimetric analysis (TGA), Brunauer–Emmett–Teller (BET) surface area measurement, scanning electron microscopy (SEM), transmission electron microscopy (TEM), UV–Vis diffuse reflectance spectroscopy, and photoluminescence. The photocatalytic activities of the catalysts were evaluated for generation of hydrogen using aqueous methanol solution under visible light irradiation (λ ≥ 420 nm). The results show that as-prepared composite photocatalysts extend the light absorption range and restrict photogenerated charge-carrier recombination, resulting in enhanced photocatalytic activity compared to individual phases. The mechanism for the enhanced photocatalytic activity for the heterostructured composites is elucidated based on observed activity, band positions calculations, and photoluminescence data.« less

In-Service Development for Graduate Teaching Assistants: A Blended-Learning and Formative Approach

ERIC Educational Resources Information Center

Santandreu Calonge, David; Chiu, Patrio; Thadani, Dimple R.; Mark, Kai Pan; Pun, Cecilia F. K.

2011-01-01

Graduate Teaching Assistants (GTAs) are front-line facilitators with first-hand contact with students. They play an important role in providing an engaging learning experience for undergraduate and postgraduate students. However, most of them have not received adequate training and guidance in teaching. This paper reports on an intensive and…

Teacher Training Once More: Some Respectful Onjections

ERIC Educational Resources Information Center

Sammons, Jeffrey L.

1976-01-01

Argues that the Teaching Assistant system should be dismantled on the grounds that it is unethical, educationally unsound, and increasingly disruptive of the welfare and purposes of the teaching profession. Experienced assistant professors and tenured faculty should teach, assisted by a handful of well-supervised TA's. (CHK)

Chemistry Graduate Teaching Assistants' Experiences in Academic Laboratories and Development of a Teaching Self-image

NASA Astrophysics Data System (ADS)

Gatlin, Todd Adam

Graduate teaching assistants (GTAs) play a prominent role in chemistry laboratory instruction at research based universities. They teach almost all undergraduate chemistry laboratory courses. However, their role in laboratory instruction has often been overlooked in educational research. Interest in chemistry GTAs has been placed on training and their perceived expectations, but less attention has been paid to their experiences or their potential benefits from teaching. This work was designed to investigate GTAs' experiences in and benefits from laboratory instructional environments. This dissertation includes three related studies on GTAs' experiences teaching in general chemistry laboratories. Qualitative methods were used for each study. First, phenomenological analysis was used to explore GTAs' experiences in an expository laboratory program. Post-teaching interviews were the primary data source. GTAs experiences were described in three dimensions: doing, knowing, and transferring. Gains available to GTAs revolved around general teaching skills. However, no gains specifically related to scientific development were found in this laboratory format. Case-study methods were used to explore and illustrate ways GTAs develop a GTA self-image---the way they see themselves as instructors. Two general chemistry laboratory programs that represent two very different instructional frameworks were chosen for the context of this study. The first program used a cooperative project-based approach. The second program used weekly, verification-type activities. End of the semester interviews were collected and served as the primary data source. A follow-up case study of a new cohort of GTAs in the cooperative problem-based laboratory was undertaken to investigate changes in GTAs' self-images over the course of one semester. Pre-semester and post-semester interviews served as the primary data source. Findings suggest that GTAs' construction of their self-image is shaped through the

Training Early Childhood Educators: Computer Assisted Instruction Courses in Diagnostic Teaching. Final Report.

ERIC Educational Resources Information Center

Pennsylvania State Univ., University Park. Computer-Assisted Instruction Lab.

The Computer Assisted Remedial Education (CARE) project developed two computer-assisted instructional (CAI) courses. The objective was to train educational personnel to use diagnostic teaching in working with preschool and primary grade children who exhibit learning problems. Emphasis was placed upon the use of new technology in providing…

Is It Worth It? An Examination of How Teaching Assistants Experience and Perceive Their Foundation Degree Study

ERIC Educational Resources Information Center

Morris, Theresa Mary

2010-01-01

This paper explores the experiences of teaching assistants studying for a Foundation degree programme and the perceived impacts such a programme has on their job role and self-esteem. A review of the related literature gave rise to three research questions that were addressed via focus groups with teaching assistants employed across four different…

The Undergraduate Teaching Assistant Experience Offers Opportunities Similar to the Undergraduate Research Experience†

PubMed Central

Schalk, Kelly A.; McGinnis, J. Randy; Harring, Jeffrey R.; Hendrickson, Amy; Smith, Ann C.

2009-01-01

There has been a growing concern in higher education about our failure to produce scientifically trained workers and scientifically literate citizens. Active-learning and research-oriented activities are posited as ways to give students a deeper understanding of science. We report on an undergraduate teaching assistant (UTA) experience and suggest that students who participate as a UTA obtain benefits analogous to those who participate as an undergraduate research assistant (URA). We examined the experiences of 24 undergraduates acting as UTAs in a general microbiology course. Self-reported gains by the UTAs were supported by observational data from undergraduates in the course who were mentored by the UTAs and by the graduate teaching assistants (GTAs) with whom the UTAs worked. Specifically, data from the UTAs’ journals and self-reported Likert scales and rubrics indicated that our teaching assistants developed professional characteristics such as self-confidence and communication and leadership skills, while they acquired knowledge of microbiology content and laboratory skills. Data from the undergraduate Likert scale as well as the pre- and post-GTA rubrics further confirmed our UTA’s data interpretations. These findings are significant because they offer empirical data to support the suggestion that the UTA experience is an effective option for developing skills and knowledge in undergraduates that are essential for careers in science. The UTA experience provides a valuable alternative to the URA experience. PMID:23653688

Sources of Conflict in International Teaching Assistant (ITA) Training Programs.

ERIC Educational Resources Information Center

de Berly, Geraldine

This study examined sources of conflict in international teaching assistant (ITA) training programs for graduate students from abroad using a survey of 10 research and doctoral institutions. The survey sought to characterize some sources of conflict between ITA trainers and their constituencies as perceived by ITA trainers. Responses indicated…

The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue Based on His Majesty the King's Teaching Concepts in Seventh Grade Students' Reading Comprehension

ERIC Educational Resources Information Center

Chaemsai, Rungruedee; Rattanavich, Saowalak

2016-01-01

This study compares the English reading comprehension and ethical awareness of 7th grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King's teaching concepts. A randomized control group pretest-posttest design was used for the study,…

Preparing Graduate Teaching Assistant's to Teach Introduction Geosciences in the 21st Century

NASA Astrophysics Data System (ADS)

Teasdale, R.; Monet, J.

2008-12-01

Effective teaching requires in-depth content knowledge and pedagogical understanding of the subject. Most graduate teaching assistants (GTAs) are well prepared in content, they often lack pedagogical knowledge needed to teach undergraduate students. There are no consistent, nationwide standards for preparing GTAs in the delivery of high quality instruction in the Geosciences. Without formal training on strategies to engage students in active learning, GTA's often implement a traditional approach to teaching science modeled on their own learning experiences. In the Department of Geological and Environmental Sciences at CSU Chico, every semester approximately 700 undergraduate students enroll in GE courses with required lab sections taught by GTAs. Classroom observations completed by faculty members often reveal that GTAs have a good understanding of the content, but remain entrenched in traditional approaches to teaching science. Classroom observers commonly report on the lack of undergraduate student engagement, or the instructor's inability to ask skillful questions. We view this not as a shortcoming of the GTA, but as a weakness of their preparation. This study examines the outcomes of GTA's learning in a science teaching methods course offered in Spring 2008. This one unit pilot-course was designed to introduce reformed teaching practices to GTAs. In addition to addressing the mechanics of teaching, the course focused on six areas of instruction that were identified by faculty and GTAs as important areas for improvement. Faculty instructors completed classroom visits then met with GTAs to debrief and determine numerical rankings in the areas of reform teaching practices. Rankings helped GTAs select three of the six areas of instruction as goals for the rest of the semester. In the 14th week of class, GTAs ranked themselves again. In most cases, rankings assigned early in the course by GTAs and faculty instructors were within 0.5 points (on a 4 point scale) of

A Comparison of Pedagogical Practices and Beliefs in International and Domestic Mathematics Teaching Assistants

ERIC Educational Resources Information Center

Kim, Minsu

2014-01-01

International and domestic mathematics teaching assistants (MTAs) are a critical part of mathematics education because they teach a substantial portion of low-level mathematics courses at research institutions. Even if there are several factors to build on MTAs' pedagogical practices, MTAs' beliefs significantly influence the MTAs' practices. The…

Sometimes Fish, Sometimes Fowl? Liminality, Identity Work and Identity Malleability in Graduate Teaching Assistants

ERIC Educational Resources Information Center

Winstone, Naomi; Moore, Darren

2017-01-01

Graduate teaching assistants (GTAs) have been described as being "neither fish nor fowl," occupying a role between student and teacher. Their multiple identities are commonly framed within the literature as a key challenge. This study explored the perspectives of GTAs when discussing their teaching work, through activity-oriented focus…

Offering More than "Here Is the Textbook": Teaching Assistants' Perspectives on Introductory Science Courses

ERIC Educational Resources Information Center

Dotger, Sharon

2010-01-01

Eight Earth science graduate teaching assistants (GTAs) participated in a semester-long seminar designed to facilitate change in their practice. The seminar used lesson-study methodology to facilitate discussion of GTAs' beliefs about teaching while planning a research lesson for implementation in their laboratory. This article reports the results…

Increasing children's physical activity through a teaching-assistant led extracurricular intervention: process evaluation of the action 3:30 randomised feasibility trial.

PubMed

Jago, Russell; Sebire, Simon J; Davies, Ben; Wood, Lesley; Banfield, Kathryn; Edwards, Mark J; Powell, Jane E; Montgomery, Alan A; Thompson, Janice L; Fox, Kenneth R

2015-02-18

Many children do not engage in recommended levels of physical activity (PA), highlighting the need to find ways to increase children's PA. Process evaluations play an important role in improving the science of randomised controlled trials. We recently reported the results of the Action 3:30 cluster randomised feasibility trial illustrating higher levels of moderate to vigorous intensity PA among boys but not girls. The aim of this paper is to report the process evaluation results including intervention fidelity, implementation, context and how intervention components and trial design could be improved before proceeding to a definitive RCT. Children's session enjoyment was assessed every two weeks. Reasons for non-attendance were provided by questionnaire at the end of the intervention. Post intervention interviews were held with participating teaching assistants (TAs) and school key contacts (KCs), and focus groups were conducted with children in all 10 intervention schools. Interviews and focus groups examined how recruitment and session attendance might be improved and established which elements of the programme that were and were not well received. Data indicated good intervention fidelity with TA's adopting enjoyment-focussed teaching styles and the sessions improving children's skills and self-esteem. Several positive aspects of implementation were identified, including high session variety, the opportunity to work in teams, the child-led sessions and the engaging leader style. In terms of context there was evidence that TA's faced difficulties managing challenging behaviour and that further training in this area was needed. TAs and KCs felt that recruitment could be improved by providing taster sessions during PE lessons and clarifying the days that the clubs would run at the point of recruitment. The programme could be improved to enhance interest for girls, by including training for managing disruptive behaviour and making some activities more age

Computer-Assisted Instruction to Teach DOS Commands: A Pilot Study.

ERIC Educational Resources Information Center

McWeeney, Mark G.

1992-01-01

Describes a computer-assisted instruction (CAI) program used to teach DOS commands. Pretest and posttest results for 65 graduate students using the program are reported, and it is concluded that the CAI program significantly aided the students. Sample screen displays for the program and several questions from the pre/posttest are included. (nine…

Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?

PubMed

Furmedge, Daniel S; Iwata, Kazuya; Gill, Deborah

2014-09-01

Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.

Postgraduate fellows as teaching assistants in human anatomy: an experimental teaching model at a Chinese research university.

PubMed

Cheng, Xiao; Wang, Lin; Guo, Kaihua; Liu, Shu; Li, Feng; Chu, Guoliang; Zhou, Li-Hua

2011-01-01

Postgraduate fellowship training programs are expanding at Chinese universities. This growing cadre of advanced trainees calls for the development of new learning and training models wherein postgraduate fellows have an ample opportunity to teach more junior learners, thereby expanding their own knowledge base and competitiveness for future employment. Educational reform at Sun Yat-Sen University has recently allowed postgraduate fellows to act as teaching assistants for undergraduate anatomy courses. This model is common in western countries but is novel in China. Copyright © 2010 American Association of Anatomists.

Development and Evaluation of a Prep Course for Chemistry Graduate Teaching Assistants at a Research University

ERIC Educational Resources Information Center

Marbach-Ad, Gili; Schaefer, Kathryn L.; Kumi, Bryna C.; Friedman, Lee A.; Thompson, Katerina V.; Doyle, Michael P.

2012-01-01

This study describes the development and evaluation of a prep course for chemistry graduate teaching assistants (GTAs). The course was developed around three major goals: (i) building a community for new GTAs and socializing them into the department; (ii) modeling teaching with well-documented, innovative teaching and learning techniques; and…

Perceptions and Practices: Biology graduate teaching assistants' framing of a controversial socioscientific issue

NASA Astrophysics Data System (ADS)

Gardner, Grant; Jones, Gail

2011-05-01

Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching assistants taught a lesson about the potential social, health, and environmental impacts of genetically modified crops. Through classroom observations and in-depth interviews, the researchers examined how instructors chose to frame their lessons and what GTAs perceived as important for students to know about this particular socioscientific issue (SSI). Results showed a disconnect between the relatively mature conceptualizations of effective SSI instruction that emerged during interviews and classroom practice.

Reforming Undergraduate Biology Teaching through Graduate Assistants: Identifying Bridges and Barriers to Making Change

ERIC Educational Resources Information Center

Hill, Kathleen M.; Orchinik, Miles

2016-01-01

Among policy makers, there is an ongoing discussion about the need to improve undergraduate education in science and engineering. With many undergraduate students being taught by graduate teaching assistants (GTAs), it is important to explore the development of STEM knowledge for teaching by GTAs. This study follows ten GTAs as they participated…

The Niche of Graduate Teaching Assistants (GTAs): Perceptions and Reflections

ERIC Educational Resources Information Center

Muzaka, Valbona

2009-01-01

The aim of this paper is to contribute to a better understanding of the Graduate Teaching Assistants (GTAs') niche in the current UK higher education system by means of reflecting on the results of a survey undertaken at a department of the University of Sheffield. The survey highlights that GTAs occupy an ambiguous niche; they are simultaneously…

Developing a Teaching Assistant Preparation Program in the School of Oceanography, University of Washington.

ERIC Educational Resources Information Center

McManus, Dean A.

2002-01-01

Reports on the development of a program preparing graduate students to teach in the School of Oceanography, University of Washington, in response to repeated graduate student complaints about the lack of a program. Describes the program which is based on surveys of groups affected by the program and research on teaching assistant preparation,…

Teaching American Culture in France: Language Assistants' Identity Construction and Interculturality

ERIC Educational Resources Information Center

Dargent-Wallace, Anne

2013-01-01

This study investigates the identity and interculturality development of English-language teaching assistants through their perceptions of their experiences living and working in France. The study is framed using Bourdieu's (1979, 2000) notions of habitus and cultural capital, and draws from Byram's (2000) "intercultural mediator" and…

Pedagogical Preparation of the Science Graduate Teaching Assistant: Challenges and Implications

ERIC Educational Resources Information Center

Gardner, Grant E.; Jones, M. Gail

2011-01-01

Graduate teaching assistants are often left out of the science teacher education reform agenda, but these science educators are responsible for significant amounts of undergraduate instruction especially at large research universities. Within science departments specifically, a number of courses and laboratories are taught by graduate teaching…

TaEDS1 genes positively regulate resistance to powdery mildew in wheat.

PubMed

Chen, Guiping; Wei, Bo; Li, Guoliang; Gong, Caiyan; Fan, Renchun; Zhang, Xiangqi

2018-04-01

Three EDS1 genes were cloned from common wheat and were demonstrated to positively regulate resistance to powdery mildew in wheat. The EDS1 proteins play important roles in plant basal resistance and TIR-NB-LRR protein-triggered resistance in dicots. Until now, there have been very few studies on EDS1 in monocots, and none in wheat. Here, we report on three common wheat orthologous genes of EDS1 family (TaEDS1-5A, 5B and 5D) and their function in powdery mildew resistance. Comparisons of these genes with their orthologs in diploid ancestors revealed that EDS1 is a conserved gene family in Triticeae. The cDNA sequence similarity among the three TaEDS1 genes was greater than 96.5%, and they shared sequence similarities of more than 99.6% with the respective orthologs from diploid ancestors. The phylogenetic analysis revealed that the EDS1 family originated prior to the differentiation of monocots and dicots, and EDS1 members have since undergone clear structural differentiation. The transcriptional levels of TaEDS1 genes in the leaves were obviously higher than those of the other organs, and they were induced by Blumeria graminis f. sp. tritici (Bgt) infection and salicylic acid (SA) treatment. The BSMV-VIGS experiments indicated that knock-down the transcriptional levels of the TaEDS1 genes in a powdery mildew-resistant variety of common wheat compromised resistance. Contrarily, transient overexpression of TaEDS1 genes in a susceptible common wheat variety significantly reduced the haustorium index and attenuated the growth of Bgt. Furthermore, the expression of TaEDS1 genes in the Arabidopsis mutant eds1-1 complemented its susceptible phenotype to powdery mildew. The above evidences strongly suggest that TaEDS1 acts as a positive regulator and confers resistance against powdery mildew in common wheat.

Functional Analysis and Marker Development of TaCRT-D Gene in Common Wheat (Triticum aestivum L.).

PubMed

Wang, Jiping; Li, Runzhi; Mao, Xinguo; Jing, Ruilian

2017-01-01

Calreticulin (CRT), an endoplasmic reticulum (ER)-localized Ca 2+ -binding/buffering protein, is highly conserved and extensively expressed in animal and plant cells. To understand the function of CRTs in wheat ( Triticum aestivum L.), particularly their roles in stress tolerance, we cloned the full-length genomic sequence of the TaCRT-D isoform from D genome of common hexaploid wheat, and characterized its function by transgenic Arabidopsis system. TaCRT-D exhibited different expression patterns in wheat seedling under different abiotic stresses. Transgenic Arabidopsis plants overexpressing ORF of TaCRT-D displayed more tolerance to drought, cold, salt, mannitol, and other abiotic stresses at both seed germination and seedling stages, compared with the wild-type controls. Furthermore, DNA polymorphism analysis and gene mapping were employed to develop the functional markers of this gene for marker-assistant selection in wheat breeding program. One SNP, S440 (T→C) was detected at the TaCRT-D locus by genotyping a wheat recombinant inbred line (RIL) population (114 lines) developed from Opata 85 × W7984. The TaCRT-D was then fine mapped between markers Xgwm645 and Xgwm664 on chromosome 3DL, corresponding to genetic distances of 3.5 and 4.4 cM, respectively, using the RIL population and Chinese Spring nulli-tetrasomic lines. Finally, the genome-specific and allele-specific markers were developed for the TaCRT-D gene. These findings indicate that TaCRT-D function importantly in plant stress responses, providing a gene target for genetic engineering to increase plant stress tolerance and the functional markers of TaCRT-D for marker-assistant selection in wheat breeding.

Functional Analysis and Marker Development of TaCRT-D Gene in Common Wheat (Triticum aestivum L.)

PubMed Central

Wang, Jiping; Li, Runzhi; Mao, Xinguo; Jing, Ruilian

2017-01-01

Calreticulin (CRT), an endoplasmic reticulum (ER)-localized Ca2+-binding/buffering protein, is highly conserved and extensively expressed in animal and plant cells. To understand the function of CRTs in wheat (Triticum aestivum L.), particularly their roles in stress tolerance, we cloned the full-length genomic sequence of the TaCRT-D isoform from D genome of common hexaploid wheat, and characterized its function by transgenic Arabidopsis system. TaCRT-D exhibited different expression patterns in wheat seedling under different abiotic stresses. Transgenic Arabidopsis plants overexpressing ORF of TaCRT-D displayed more tolerance to drought, cold, salt, mannitol, and other abiotic stresses at both seed germination and seedling stages, compared with the wild-type controls. Furthermore, DNA polymorphism analysis and gene mapping were employed to develop the functional markers of this gene for marker-assistant selection in wheat breeding program. One SNP, S440 (T→C) was detected at the TaCRT-D locus by genotyping a wheat recombinant inbred line (RIL) population (114 lines) developed from Opata 85 × W7984. The TaCRT-D was then fine mapped between markers Xgwm645 and Xgwm664 on chromosome 3DL, corresponding to genetic distances of 3.5 and 4.4 cM, respectively, using the RIL population and Chinese Spring nulli-tetrasomic lines. Finally, the genome-specific and allele-specific markers were developed for the TaCRT-D gene. These findings indicate that TaCRT-D function importantly in plant stress responses, providing a gene target for genetic engineering to increase plant stress tolerance and the functional markers of TaCRT-D for marker-assistant selection in wheat breeding. PMID:28955354

Teaching Experiences of Native and Nonnative English-Speaking Graduate Teaching Assistants and Their Perceptions of Preservice Teachers

ERIC Educational Resources Information Center

Ates, B.; Eslami, Z. R.

2012-01-01

The authors report on a qualitative multiple case study exploring the perceptions of nonnative English-speaking (NNES) and native English-speaking (NES) graduate teaching assistants (GTAs) toward undergraduate preservice teachers at a university located in the Southwestern United States. Three NNES GTAs and one NES GTA participated in the study.…

Factors Contributing to the Development of Graduate Teaching Assistant Self-Image

ERIC Educational Resources Information Center

Sandi-Urena, Santiago; Gatlin, Todd

2013-01-01

Laboratory graduate teaching assistants (GTAs) play a prominent role in undergraduate chemistry education. Although the success of a laboratory program relies significantly on the performance of GTAs, only rarely have they been considered actual partners in instruction or have their experiences in the academic lab been investigated. This paper…

Evaluating the Impact of the "Teaching as a Chemistry Laboratory Graduate Teaching Assistant" Program on Cognitive and Psychomotor Verbal Interactions in the Laboratory

ERIC Educational Resources Information Center

Flaherty, A.; O'Dwyer, A.; Mannix-McNamara, P.; Leahy, J. J.

2017-01-01

Designing and evaluating teacher development programs for graduate teaching assistants (GTAs) who teach in the laboratory is a prominent feature of chemistry education research. However, few studies have investigated the impact of a GTA teacher development program on the verbal interactions between participating GTAs and students in the…

Trends in the Teaching of Typewriting

ERIC Educational Resources Information Center

Meehan, James R.

1977-01-01

Trends in typewriting instruction are discussed in the following areas: vocational opportunities for typists, present enrollment in typewriting, approach to teaching typewriting, typing numbers, justification of typewriting costs, and the teaching load of the typewriting teacher. (TA)

TaRAR1 and TaSGT1 associate with TaHsp90 to function in bread wheat (Triticum aestivum L.) seedling growth and stripe rust resistance.

PubMed

Wang, Guan-Feng; Fan, Renchun; Wang, Xianping; Wang, Daowen; Zhang, Xiangqi

2015-04-01

RAR1 and SGT1 are important co-chaperones of Hsp90. We previously showed that TaHsp90.1 is required for wheat seedling growth, and that TaHsp90.2 and TaHsp90.3 are essential for resistance (R) gene mediated resistance to stripe rust fungus. Here, we report the characterization of TaRAR1 and TaSGT1 genes in bread wheat. TaRAR1 and TaSGT1 each had three homoeologs, which were located on wheat groups 2 and 3 chromosomes, respectively. Strong inhibition of seedling growth was observed after silencing TaSGT1 but not TaRAR1. In contrast, decreasing the expression of TaRAR1 or TaSGT1 could all compromise R gene mediated resistance to stripe rust fungus infection. Protein-protein interactions were found among TaRAR1, TaSGT1 and TaHsp90. The N-terminus of TaHsp90, the CHORD-I and CHORD-II domains of TaRAR1 and the CS domain of TaSGT1 may be instrumental for the interactions among the three proteins. Based on this work and our previous study on TaHsp90, we speculate that the TaSGT1-TaHsp90.1 interaction is important for maintaining bread wheat seedling growth. The TaRAR1-TaSGT1-TaHsp90.2 and TaRAR1-TaSGT1-TaHsp90.3 interactions are involved in controlling the resistance to stripe rust disease. The new information obtained here should aid further functional investigations of TaRAR1-TaSGT1-TaHsp90 complexes in regulating bread wheat growth and disease resistance.

2014 Code of Practice: How Research Evidence on the Role and Impact of Teaching Assistants Can Inform Professional Practice

ERIC Educational Resources Information Center

Webster, Rob

2014-01-01

In this article, the author reflects on findings from research on the role and impact of teaching assistants and experience of working as a special educational needs (SEN) officer. Research evidence suggests the reliance on teaching assistants to include pupils with Statements of SEN in mainstream settings masks a collective, though unintentional,…

Exploring Pedagogical Content Knowledge of Biology Graduate Teaching Assistants through Their Participation in Lesson Study

ERIC Educational Resources Information Center

Lampley, Sandra A.; Gardner, Grant E.; Barlow, Angela T.

2018-01-01

Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many feel underprepared to do so. This study explored the impact of biology GTA participation in a professional development model known as lesson study. Using a case study methodology with multiple qualitative data…

We Don't Get Any Training: The Impact of a Professional Development Model on Teaching Practices of Chemistry and Biology Graduate Teaching Assistants

ERIC Educational Resources Information Center

Mutambuki, Jacinta M.; Schwartz, Renee

2018-01-01

This study investigated the implementation of best teaching practices by science graduate teaching assistants [GTAs] (3 chemists and 2 biologists) in five inquiry-based, interdisciplinary chemistry-biology experiments during a six-week professional development (PD) program, Engage PD. Additionally, we examined GTAs' experiences in implementing…

Students' Perceptions of and Responses to Teaching Assistant and Peer Feedback

ERIC Educational Resources Information Center

Rodgers, Kelsey J.; Horvath, Aladar K.; Jung, Hyunyi; Fry, Amanda S.; Diefes-Dux, Heidi A.; Cardella, Monica E.

2015-01-01

Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team's experience with teaching assistant and peer…

The Effect of Simulation-Assisted Laboratory Applications on Pre-Service Teachers' Attitudes towards Science Teaching

ERIC Educational Resources Information Center

Ulukök, Seyma; Sari, Ugur

2016-01-01

In this study, the effects of computer-assisted laboratory applications on pre-service science teachers' attitudes towards science teaching were investigated and the opinions of the pre-service teachers about the application were also determined. The study sample consisted of 46 students studying science teaching Faculty of Education. The study…

Peer assisted learning: teaching dental skills and enhancing graduate attributes.

PubMed

Cameron, D A; Binnie, V I; Sherriff, A; Bissell, V

2015-09-25

This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task. Quantitative data from tutees and the peer tutors was gathered from questionnaires, along with open written comments. PAL was well received by both tutees and peer tutors. BDS1 tutees rated BDS5 peer tutors highly for delivery of information, and level of feedback. The tutees considered peer tutors more approachable and less intimidating than staff. Peer tutors reported their own knowledge had increased as a result of teaching. In a summative OSCE (objective structured clinical examination) four months following the teaching, no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question. It is argued that PAL, as well as being a useful method of delivering subject-specific teaching, is able to contribute to the development of graduate attributes.

A Teaching Assistant's Guide to Child Development and Psychology in the Classroom. Second Edition

ERIC Educational Resources Information Center

Bentham, Susan

2011-01-01

"How can you help students most effectively in the classroom?" As a Teaching Assistant, you play a vital role in today's schools. This fully updated new edition will help you get to grips with the main issues to do with psychology and its role in the processes of teaching and learning. This accessible text, building on the success of a…

The Effects of Incorporating Web-Assisted Learning with Team Teaching in Seventh-Grade Science Classes

ERIC Educational Resources Information Center

Jang, Syh-Jong

2006-01-01

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about…

The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability

ERIC Educational Resources Information Center

Stultz, Sherry L.

2013-01-01

Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…

Implementation of a teaching assistant program in graduate nursing education.

PubMed

Goode, Victoria M; Horvath, Catherine; Jasinski, Donna

2013-01-01

Identifying and educating students who have an interest and talent to be future educators is a challenge throughout academia, including nursing. The ideal scenario is to identify students early in their education and construct or scaffold a unique relationship between professor and student. The authors discuss a teaching assistant model, implemented in a nursing graduate program, which augments the education process while developing potential future nursing educators.

7 CFR Exhibit B to Subpart I of... - Evaluation Report of Self-Help Technical Assistance (TA) Grants

Code of Federal Regulations, 2011 CFR

2011-01-01

...) f. Number of TA employees: (16) 6. a. Average time needed to construct a single house: (17) b... following adversely affect the Grantee's ability to accomplish program objectives? YES NO TA Staff Turnover ____ ____ FmHA Staff Turnover ____ ____ Bad Weather ____ ____ Loan Processing Delays ____ ____ Site Acquisition...

7 CFR Exhibit B to Subpart I of... - Evaluation Report of Self-Help Technical Assistance (TA) Grants

Code of Federal Regulations, 2010 CFR

2010-01-01

...) f. Number of TA employees: (16) 6. a. Average time needed to construct a single house: (17) b... following adversely affect the Grantee's ability to accomplish program objectives? YES NO TA Staff Turnover ____ ____ FmHA Staff Turnover ____ ____ Bad Weather ____ ____ Loan Processing Delays ____ ____ Site Acquisition...

Development of an Interactive Computer-Based Learning Strategy to Assist in Teaching Water Quality Modelling

ERIC Educational Resources Information Center

Zigic, Sasha; Lemckert, Charles J.

2007-01-01

The following paper presents a computer-based learning strategy to assist in introducing and teaching water quality modelling to undergraduate civil engineering students. As part of the learning strategy, an interactive computer-based instructional (CBI) aid was specifically developed to assist students to set up, run and analyse the output from a…

Peer-assisted teaching: An interventional study.

PubMed

Williams, Brett; Olaussen, Alexander; Peterson, Evan L

2015-07-01

Peer-assisted learning (PAL) as an educational philosophy benefits both the peer-teacher and peer-learner. The changing role of paramedicine towards autonomous and professional practice demands future paramedics to be effective educators. Yet PAL is not formally integrated in undergraduate paramedic programs. We aimed to examine the effects of an educational intervention on students' PAL experiences as peer-teachers. Two one-hour workshops were provided prior to PAL teaching sessions including small group activities, individual reflections, role-plays and material notes. Peer-teachers completed the Teaching Style Survey, which uses a five-point Likert scale to measure participants' perceptions and confidence before and after PAL involvement. Thirty-eight students were involved in an average of 3.7 PAL sessions. The cohort was predominated by males (68.4%) aged ≤ 25 (73.7%). Following PAL, students reported feeling more confident in facilitating tutorial groups (p = 0.02). After the PAL project peer-teachers were also more likely to set high standards for their learners (p = 0.009). This PAL project yielded important information for the continual development of paramedic education. Although PAL increases students' confidence, the full role of PAL in education remains unexplored. The role of the university in this must also be clearly clarified. Copyright © 2015 Elsevier Ltd. All rights reserved.

Evolutionary Optimization of a Charge Transfer Ionic Potential Model for Ta/Ta-Oxide Heterointerfaces

DOE PAGES

Sasikumar, Kiran; Narayanan, Badri; Cherukara, Mathew; ...

2017-03-19

Heterostructures of tantalum and its oxide are of tremendous technological interest for a myriad of technological applications, including electronics, thermal management, catalysis and biochemistry. In particular, local oxygen stoichiometry variation in TaO x memristors comprising of thermodynamically stable metallic (Ta) and insulating oxide (Ta 2O 5) have been shown to result in fast switching on the subnanosecond timescale over a billion cycles. This rapid switching opens up the potential for advanced functional platforms such as stateful logic operations and neuromorphic computation. Despite its broad importance, an atomistic scale understanding of oxygen stoichiometry variation across Ta/TaO x heterointerfaces, such as duringmore » early stages of oxidation and oxide growth, is not well understood. This is mainly due to the lack of a unified interatomic potential model for tantalum oxides that can accurately describe metallic (Ta), ionic (TaO x) as well as mixed (Ta/TaO x interfaces) bonding environments simultaneously. To address this challenge, we introduce a Charge Transfer Ionic Potential (CTIP) model for Ta/Ta-oxide system by training against lattice parameters, cohesive energies, equations of state (EOS), elastic properties, and surface energies of the various experimentally observed Ta 2O 5 polymorphs (hexagonal, orthorhombic and monoclinic) obtained from density functional theory (DFT) calculations. The best CTIP parameters are determined by employing a global optimization scheme driven by genetic algorithms followed by local Simplex optimization. Our newly developed CTIP potential accurately predicts structure, thermodynamics, energetic ordering of polymorphs, as well as elastic and surface properties of both Ta and Ta 2O 5, in excellent agreement with DFT calculations and experiments. We employ our newly parameterized CTIP potential to investigate the early stages of oxidation and atomic scale mechanisms associated with oxide growth on Ta surface

National Evaluation of the IDEA Technical Assistance & Dissemination Program. NCEE 2014-4000

ERIC Educational Resources Information Center

Daley,Tamara C.; Fiore, Thomas A.; Bollmer, Julie; Nimkoff, Tamara; Lysy, Chris

2013-01-01

Under the Individuals with Disabilities Education Act (IDEA), the Technical Assistance and Dissemination (TA&D) Program is the U.S. Department of Education's (ED) primary vehicle for providing technical assistance (TA) to individuals and organizations responsible for serving children with disabilities and their families. The evaluation is part…

Coaching Teaching Assistants to Implement Naturalistic Behavioral Teaching Strategies to Enhance Social Communication Skills during Play in the Preschool Classroom

ERIC Educational Resources Information Center

Frantz, Rebecca Jane

2017-01-01

Naturalistic behavioral interventions increase the acquisition, generalization, and maintenance of child social communication skills among children with developmental delays (DD). Teaching Assistants (TAs) are ideal interventionists for delivering social communication interventions because of the significant amount of time they spend working…

Direct evidence on Ta-Metal Phases Igniting Resistive Switching in TaOx Thin Film

PubMed Central

Kyu Yang, Min; Ju, Hyunsu; Hwan Kim, Gun; Lee, Jeon-Kook; Ryu, Han-Cheol

2015-01-01

A Ta/TaOx/Pt stacked capacitor-like device for resistive switching was fabricated and examined. The tested device demonstrated stable resistive switching characteristics including uniform distribution of resistive switching operational parameters, highly promising endurance, and retention properties. To reveal the resistive switching mechanism of the device, micro structure analysis using high-resolution transmission electron microscope (HR-TEM) was performed. From the observation results, two different phases of Ta-metal clusters of cubic α-Ta and tetragonal β-Ta were founded in the amorphous TaOx mother-matrix after the device was switched from high resistance state (HRS) to low resistance state (LRS) by externally applied voltage bias. The observed Ta metal clusters unveiled the origin of the electric conduction paths in the TaOx thin film at the LRS. PMID:26365532

Direct evidence on Ta-Metal Phases Igniting Resistive Switching in TaOx Thin Film

NASA Astrophysics Data System (ADS)

Kyu Yang, Min; Ju, Hyunsu; Hwan Kim, Gun; Lee, Jeon-Kook; Ryu, Han-Cheol

2015-09-01

A Ta/TaOx/Pt stacked capacitor-like device for resistive switching was fabricated and examined. The tested device demonstrated stable resistive switching characteristics including uniform distribution of resistive switching operational parameters, highly promising endurance, and retention properties. To reveal the resistive switching mechanism of the device, micro structure analysis using high-resolution transmission electron microscope (HR-TEM) was performed. From the observation results, two different phases of Ta-metal clusters of cubic α-Ta and tetragonal β-Ta were founded in the amorphous TaOx mother-matrix after the device was switched from high resistance state (HRS) to low resistance state (LRS) by externally applied voltage bias. The observed Ta metal clusters unveiled the origin of the electric conduction paths in the TaOx thin film at the LRS.

The Impact of ICT on Work-Life Experiences among University Teaching Assistants

ERIC Educational Resources Information Center

Osterlund, Katherine; Robson, Karen

2009-01-01

Email is now commonplace in the university environment, but little research has addressed the impact of this technology on the work-life experiences of Teaching Assistants (TAs). These workers are of interest as they are typically responsible for most day-to-day, routine interaction with undergraduates, for ensuring students understand lectures…

Teaching to Learn: Analyzing the Experiences of First-Time Physics Learning Assistants

ERIC Educational Resources Information Center

Gray, Kara Elizabeth

2013-01-01

The Colorado Learning Assistant (LA) Model has demonstrated that it is successful in helping to meet multiple goals including enhancing student learning in LA-supported courses, increasing conceptual understanding of physics among LAs, and improving the teaching practices of former LAs in K-12 schools. The research reported here investigated the…

Turning Lemons into Lemonade: Teaching Assistive Technology through Wikis and Embedded Video

ERIC Educational Resources Information Center

Dreon, Oliver, Jr.; Dietrich, Nanette I.

2009-01-01

The authors teach instructional technology courses to pre-service teachers at Millersville University of Pennsylvania. The focus of the instructional technology courses is on the authentic use of instructional and assistive technology in the K-12 classroom. In this article, the authors describe how they utilize streaming videos in an educational…

A WebGIS-Based Teaching Assistant System for Geography Field Practice (TASGFP)

ERIC Educational Resources Information Center

Wang, Jiechen; Ni, Haochen; Rui, Yikang; Cui, Can; Cheng, Liang

2016-01-01

Field practice is an important part of training geography research talents. However, traditional teaching methods may not adequately manage, share and implement instruction resources and thus may limit the instructor's ability to conduct field instruction. A possible answer is found in the rapid development of computer-assisted instruction (CAI),…

International Teaching Assistants' Experiences in the U.S. Classrooms: Implications for Practice

ERIC Educational Resources Information Center

Ashavskaya, Ekaterina

2015-01-01

Recently, a number of studies have examined the lived experiences of the international teaching assistants (ITAs) in the U.S. classrooms. The findings show that the ITAs face many challenges such as classroom management, instructional, linguistic, cultural and social challenges. Following this line of research, this interview-based study examined…

A Computer-Assisted Instruction in Teaching Abstract Statistics to Public Affairs Undergraduates

ERIC Educational Resources Information Center

Ozturk, Ali Osman

2012-01-01

This article attempts to demonstrate the applicability of a computer-assisted instruction supported with simulated data in teaching abstract statistical concepts to political science and public affairs students in an introductory research methods course. The software is called the Elaboration Model Computer Exercise (EMCE) in that it takes a great…

Synthesis, processing and properties of TaC-TaB2-C Ceramics

DTIC Science & Technology

2010-01-01

powder used. • A very important conclusion from the present study is that the grain size of nominally pure TaC ceramics is a strong function of carbon...ceramics at temperatures as low as 1500 ◦C. The grain size of nominally pure TaC ceramics was a strong function of carbon stoichiometry. Enhanced grain...evaluate the properties of ceramics in the TaC–TaB2–C system. Published by Elsevier Ltd. Keywords: A . Sintering; B. Microstructure; D. Carbides; D. Carbon

Managing the Openness-Closedness Dialectic: How Graduate Teaching Assistants Handle the Tension

ERIC Educational Resources Information Center

Webb, Nathan G.

2012-01-01

Graduate teaching assistants (GTAs) are a pervasive part of undergraduate education. When interacting with undergraduate students, GTAs must balance a tension of being a friend and an authority figure with students. One of the ways that balance is managed is through GTA self-disclosure. Self-disclosure is defined as, "the act of revealing…

75 FR 43556 - TA-W-73,381, MT Rail Link, Inc., Missoula, MT; TA-W-73,381A, Billings, MT; TA-W-73,381B, Laurel...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-26

... DEPARTMENT OF LABOR Employment and Training Administration TA-W-73,381, MT Rail Link, Inc., Missoula, MT; TA-W-73,381A, Billings, MT; TA-W-73,381B, Laurel, MT; TA-W-73,381C, Livingston, MT; TA-W-73... Helena, Montana. The amended notice applicable to TA-W-73,381 is hereby issued as follows: All workers of...

Medical Students Teaching Medical Students Surgical Skills: The Benefits of Peer-Assisted Learning.

PubMed

Bennett, Samuel Robert; Morris, Simon Rhys; Mirza, Salman

2018-04-10

Teaching surgical skills is a labor intensive process, requiring a high tutor to student ratio for optimal success, and teaching for undergraduate students by consultant surgeons is not always feasible. A surgical skills course was developed, with the aim of assessing the effectiveness of undergraduate surgical peer-assisted learning. Five surgical skills courses were conducted looking at eight domains in surgery, led by foundation year doctors and senior medical students, with a tutor to student ratio of 1:4. Precourse and postcourse questionnaires (Likert scales 0-10) were completed. Mean scores were compared precourse and postcourse. Surgical skills courses took place within clinical skills rooms in the Queen Elizabeth Hospital Birmingham (UK). Seventy students (59 medical, 2 dental, and 9 physician associate students) from a range of academic institutions across the UK completed the course. There was an overall increase in mean scores across all eight domains. Mean improvement score precourse and postcourse in WHO surgical safety checklist (+3.94), scrubbing (+2.99), gowning/gloving (+3.34), knot tying (+5.53), interrupted sutures (+5.89), continuous sutures (+6.53), vertical mattress sutures (+6.46), and local anesthesia (+3.73). Peer-assisted learning is an effective and feasible method for teaching surgical skills in a controlled environment, subsequently improving confidence among healthcare undergraduates. Such teaching may provide the basis for feasibly mass-producing surgical skills courses for healthcare students. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data

ERIC Educational Resources Information Center

Wyse, Sara A.; Long, Tammy M.; Ebert-May, Diane

2014-01-01

Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost…

Final priority; technical assistance to improve state data capacity--National Technical Assistance Center to improve state capacity to accurately collect and report IDEA data. Final priority.

PubMed

2013-05-20

The Assistant Secretary for Special Education and Rehabilitative Services announces a priority under the Technical Assistance to Improve State Data Capacity program. The Assistant Secretary may use this priority for competitions in fiscal year (FY) 2013 and later years. We take this action to focus attention on an identified national need to provide technical assistance (TA) to States to improve their capacity to meet the data collection and reporting requirements of the Individuals with Disabilities Education Act (IDEA). We intend this priority to establish a TA center to improve State capacity to accurately collect and report IDEA data (Data Center).

A Language Skills Orientation Program for Foreign Teaching Assistants and Graduate Students.

ERIC Educational Resources Information Center

Brinton, Donna; Gaskill, William

A one-week orientation program designed to increase the effectiveness of foreign teaching assistants (FTA) is described. As the program developed, a decision was made to include non-FTAs with the result that the English language proficiency of the participants covered a wide range and the objectives of the program were mixed. Because of the…

Wyoming/NAFSA Institute on Foreign TA Training. Working Papers. Volume II.

ERIC Educational Resources Information Center

Constantinides, Janet C., Ed.

This document presents some 20 papers on projects conducted by Foreign Teaching Assistant (FTA) participants in the areas of academic/pedagogical issues, cross-cultural issues, and testing issues. Papers are as follows: "The Testing and Evaluation of Foreign Teaching Assistants: Where Are We and Where Are We Going?" (Ralph Pat Barrett); "Screening…

Influence of Negotiations on Graduate Teaching Assistants' Instruction within University Activity Courses

ERIC Educational Resources Information Center

Wahl-Alexander, Zachary; Curtner-Smith, Matthew D.

2018-01-01

Purpose: To examine the influence of negotiations between students and graduate teaching assistants (GTAs) on GTAs' instruction within university physical activity classes. Method: Participants were 10 GTAs working in one university. Data collection and analysis were guided by constructs from the classroom ecology paradigm. Data collection…

Perceptions and Practices: Biology Graduate Teaching Assistants' Framing of a Controversial Socioscientific Issue

ERIC Educational Resources Information Center

Gardner, Grant; Jones, Gail

2011-01-01

Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching…

Efficacy of vitrectomy with triamcinolone assistance versus internal limiting membrane peeling for highly myopic macular hole retinal detachment.

PubMed

Wei, Yong; Wang, Ningli; Zu, Zhongqiao; Bi, Chuncao; Wang, Huaizhou; Chen, Fenghua; Yang, Xingguang

2013-06-01

To compare the outcomes of pars plana vitrectomy (PPV) with or without the adjuvant surgical procedures: triamcinolone acetonide (TA) assistance and/or internal limiting membrane (ILM) peeling for the treatment of highly myopic macular hole retinal detachment (MHRD). Case-control study. Pars plana vitrectomy combined with 2 kinds of adjuvant surgical procedures were used on 96 highly myopic eyes with MHRD. These eyes were assigned to 4 groups randomly: Group 1, non-TA-assisted PPV and without ILM peeling; Group 2, non-TA-assisted PPV with ILM peeling; Group 3, TA-assisted PPV and without ILM peeling; Group 4, TA-assisted PPV with ILM peeling. Anatomical reattachment of the retina, macular hole closure, and best-corrected visual acuity were measured. The rates of both retinal reattachment and macular hole closure were higher in Group 2 (84.0 and 44.0%) and Group 3 (80.8 and 46.2%) than Group 1 (73.9 and 17.4%); however, there were no differences between Group 2 and Group 3 (P > 0.05). The rates of macular hole closure were extremely low in Group 1 and also in eyes with extreme long axial lengths (≥29.0 mm), "severe" chorioretinal atrophy, and posterior staphyloma. Pars plana vitrectomy with either TA assistance or ILM peeling was effective for the treatment of highly myopic MHRD. If you peel the ILM, adding TA does not affect closure rates; and if TA is used to visualize the vitreous, ILM peeling may not be necessary in MHRD. There was a lower anatomical success rate in MHRD with extreme long axial lengths, severe chorioretinal atrophy, and posterior staphyloma.

Processing of crack-free high density polycrystalline LiTaO3 ceramics

DOE PAGES

Chen, Ching-Fong; Brennecka, Geoff L.; King, Graham; ...

2016-11-04

Our work achieved high density (99.9%) polycrystalline LiTaO 3. The keys to the high density without cracking were the use of LiF-assisted densification to maintain fine grain size as well as the presence of secondary lithium aluminate phases as grain growth inhibitors. The average grain size of the hot pressed polycrystalline LiTaO 3 is less than 5 μm, limiting residual stresses caused by the anisotropic thermal expansion. Dilatometry results clearly indicate liquid phase sintering via the added LiF sintering aid. Efficient liquid phase sintering allows densification during low temperature hot pressing. Electron microscopy confirmed the high-density microstructure. Furthermore, Rietveld analysismore » of neutron diffraction data revealed the presence of LiAlO 2 and LiAl 5O 8 minority phases and negligible substitutional defect incorporation in LiTaO 3.« less

The Evolution of Computer Based Learning Software Design: Computer Assisted Teaching Unit Experience.

ERIC Educational Resources Information Center

Blandford, A. E.; Smith, P. R.

1986-01-01

Describes the style of design of computer simulations developed by Computer Assisted Teaching Unit at Queen Mary College with reference to user interface, input and initialization, input data vetting, effective display screen use, graphical results presentation, and need for hard copy. Procedures and problems relating to academic involvement are…

Crossing Pedagogical Oceans: International Teaching Assistants in U.S. Undergraduate Education. ERIC Digest.

ERIC Educational Resources Information Center

Smith, Rosslyn M.; And Others

This digest summarizes a longer document with the same title that discusses the problem of using, training, and assessing international teaching assistants (ITAs) in undergraduate education. Legislative mandates have appeared to assess and improve language and pedagogical skills of ITAs, and academies have likewise responded with workshops and…

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research

PubMed Central

Reeves, Todd D.; Marbach-Ad, Gili; Miller, Kristen R.; Ridgway, Judith; Gardner, Grant E.; Schussler, Elisabeth E.; Wischusen, E. William

2016-01-01

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program evaluation and research with three overarching variable categories for consideration: outcome variables, contextual variables, and moderating variables. The framework’s outcome variables go beyond GTA satisfaction and instead position GTA cognition, GTA teaching practice, and undergraduate learning outcomes as the foci of GTA TPD evaluation and research. For each GTA TPD outcome variable, key evaluation questions and example assessment instruments are introduced to demonstrate how the framework can be used to guide GTA TPD evaluation and research plans. A common conceptual framework is also essential to coordinating the collection and synthesis of empirical data on GTA TPD nationally. Thus, the proposed conceptual framework serves as both a guide for conducting GTA TPD evaluation at single institutions and as a means to coordinate research across institutions at a national level. PMID:27193291

High-pressure phases of Weyl semimetals NbP, NbAs, TaP, and TaAs

NASA Astrophysics Data System (ADS)

Guo, ZhaoPeng; Lu, PengChao; Chen, Tong; Wu, JueFei; Sun, Jian; Xing, DingYu

2018-03-01

In this study, we used the crystal structure search method and first-principles calculations to systematically explore the highpressure phase diagrams of the TaAs family (NbP, NbAs, TaP, and TaAs). Our calculation results show that NbAs and TaAs have similar phase diagrams, the same structural phase transition sequence I41 md→ P6¯ m2→ P21/ c→ Pm3¯ m, and slightly different transition pressures. The phase transition sequence of NbP and TaP differs somewhat from that of NbAs and TaAs, in which new structures emerge, such as the Cmcm structure in NbP and the Pmmn structure in TaP. Interestingly, we found that in the electronic structure of the high-pressure phase P6¯ m2-NbAs, there are coexistingWeyl points and triple degenerate points, similar to those found in high-pressure P6¯ m2-TaAs.

A study of nitrogen behavior in the formation of Ta/TaN and Ti/TaN alloyed metal electrodes on SiO2 and HfO2 dielectrics

NASA Astrophysics Data System (ADS)

Gassilloud, R.; Maunoury, C.; Leroux, C.; Piallat, F.; Saidi, B.; Martin, F.; Maitrejean, S.

2014-04-01

We studied Ta, TaN, and sub-stoichiometric TaNx electrodes (obtained by nitrogen redistribution in Ta/TaN or Ti/TaN bilayers) deposited on thermal SiO2 and HfO2/IL (0.8 nm SiO2 IL, i.e., interlayer) stacks. Effective work-functions (WF) were extracted on MOS capacitor structures on SiO2 bevelled insulator of 4.2 eV for pure Ta, 4.6 eV for TaN, and 4.3 eV for sub-stoichiometric TaNx. This intermediate WF value is explained by TaN nitrogen redistribution with reactive Ta or Ti elements shifting the gate work-function toward the Si conduction band. The same electrodes deposited on an HfO2/IL dielectric showed different behavior: First, the Ta/HfO2/IL stack shows a +200 meV WF increase (towards the Si valence band) compared to the SiO2 dielectric stack. This increase is explained by the well-known HfO2/IL dipole formation. Second, in contrast to electrodes deposited on SiO2, sub-stoichiometric TaNx/HfO2 is found to have a lower WF (4.3 eV), than pure Ta on HfO2 (4.4 eV). This inversion in work-function behavior measured on SiO2 vs. HfO2 is explained by the nitrogen redistribution in Ta/TaN bilayer together with diffusion of nitrogen through the HfO2 layer, leading to Si-N formation which prevents dipole formation at the HfO2/IL interface.

Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors

ERIC Educational Resources Information Center

Kendall, K. Denise; Schussler, Elisabeth E.

2012-01-01

Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each…

78 FR 28627 - TA-W-80,340; TA-W-80,340A; TA-W-80,340B

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-15

...] Bush Industries, Inc., Mason Drive Facility, Including On-Site Leased Workers From Morris Security...., Mason Drive Facility, Jamestown, New York (TA-W-80,340) and Bush Industries, Inc., Allen Street Facility... applicable to TA-W-80,340 is hereby issued as follows: All workers of Bush Industries, Inc., Mason Drive...

Growing a Garden without Water: Graduate Teaching Assistants in Introductory Science Laboratories at a Doctoral/Research University

ERIC Educational Resources Information Center

Luft, Julie A.; Kurdziel, Josepha P.; Roehrig, Gillian H.; Turner, Jessica

2004-01-01

Graduate teaching assistants (GTAs) in the sciences are a common feature of U.S. universities that have a prominent mission of research. During the past 2 decades, increased attention has been paid to the professional development of GTAs as instructors. As a result, universities have created training programs to assist GTAs in selecting…

Reconceptualising and Reframing Graduate Teaching Assistant (GTA) Provision for a Research-Intensive Institution

ERIC Educational Resources Information Center

Chadha, Deesha

2013-01-01

This article describes an innovative curriculum design that has been created at a research-intensive university to prepare Graduate Teaching Assistants (GTAs) for their role as teachers within higher education. The underlying concepts and frameworks for the design of the programme are discussed in depth in an attempt to unpack the assumptions that…

Managing Anxiety: A Case Study of an International Teaching Assistant's Interaction with American Students

ERIC Educational Resources Information Center

Zhou, Ji

2014-01-01

This case study utilizes structuration theory to explore the complexities in the academic interaction between a Chinese international teaching assistant (ITA) and her American students. Through four semi-structured participant interviews, eight classroom observations, and student feedback, major themes and variations were identified regarding the…

A Comparative Study on the Effectiveness of the Computer Assisted Method and the Interactionist Approach to Teaching Geometry Shapes to Young Children

ERIC Educational Resources Information Center

Zaranis, Nicholas; Synodi, Evanthia

2017-01-01

The purpose of this study is to compare and evaluate the effectiveness of computer assisted teaching of geometry shapes and an interactionist approach to teaching geometry in kindergarten versus other more traditional teaching methods. Our research compares the improvement of the children's geometrical competence using two teaching approaches. The…

Drought-Up-Regulated TaNAC69-1 is a Transcriptional Repressor of TaSHY2 and TaIAA7, and Enhances Root Length and Biomass in Wheat.

PubMed

Chen, Dandan; Richardson, Terese; Chai, Shoucheng; Lynne McIntyre, C; Rae, Anne L; Xue, Gang-Ping

2016-10-01

A well-known physiological adaptation process of plants encountering drying soil is to achieve water balance by reducing shoot growth and maintaining or promoting root elongation, but little is known about the molecular basis of this process. This study investigated the role of a drought-up-regulated Triticum aestivum NAC69-1 (TaNAC69-1) in the modulation of root growth in wheat. TaNAC69-1 was predominantly expressed in wheat roots at the early vegetative stage. Overexpression of TaNAC69-1 in wheat roots using OsRSP3 (essentially root-specific) and OsPIP2;3 (root-predominant) promoters resulted in enhanced primary seminal root length and a marked increase in maturity root biomass. Competitive growth analysis under water-limited conditions showed that OsRSP3 promoter-driven TaNAC69-1 transgenic lines produced 32% and 35% more above-ground biomass and grains than wild-type plants, respectively. TaNAC69-1 overexpression in the roots down-regulated the expression of TaSHY2 and TaIAA7, which are from the auxin/IAA (Aux/IAA) transcriptional repressor gene family and are the homologs of negative root growth regulators SHY2/IAA3 and IAA7 in Arabidopsis. The expression of TaSHY2 and TaIAA7 in roots was down-regulated by drought stress and up-regulated by cytokinin treatment, which inhibited root growth. DNA binding and transient expression analyses revealed that TaNAC69-1 bound to the promoters of TaSHY2 and TaIAA7, acted as a transcriptional repressor and repressed the expression of reporter genes driven by the TaSHY2 or TaIAA7 promoter. These data suggest that TaNAC69-1 is a transcriptional repressor of TaSHY2 and TaIAA7 homologous to Arabidopsis negative root growth regulators and is likely to be involved in promoting root elongation in drying soil. © The Author 2016. Published by Oxford University Press on behalf of Japanese Society of Plant Physiologists. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Worksheet: Federal Funding and Other Funding Sources for Early Childhood. State TA Resources

ERIC Educational Resources Information Center

Early Learning Challenge Technical Assistance, 2017

2017-01-01

This tool was prepared for the Early Learning Challenge (ELC) States that attended the Peer Learning Exchange, "Financing and Sustaining Quality Programs and Systems," in October 2017. This Peer Learning Exchange was a collaborative effort by Early Learning Challenge Technical Assistance (ELC TA,) Center on Enhancing Early Learning…

The Effects of Incorporating Web-assisted Learning with Team Teaching in Seventh-grade Science Classes

NASA Astrophysics Data System (ADS)

Jang, Syh-Jong

2006-05-01

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self-reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one-half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.

Perceptions and Reflections on the Role of the Teaching Assistant in the Classroom Environment

ERIC Educational Resources Information Center

Tucker, Stanley

2009-01-01

This literature-based article examines a range of factors directly influencing and shaping perceptions of the role of the teaching assistant within UK classrooms. Drawing directly on research gathered and analysed through three systematic literature reviews into "pupils" support and academic engagement' and other contemporary literature,…

Pressure-induced ferroelectric to paraelectric transition in LiTaO 3 and (Li,Mg)TaO 3

DOE PAGES

Yamanaka, Takamitsu; Nakamoto, Yuki; Takei, Fumihiko; ...

2016-02-16

X-ray powder diffraction and Raman scattering of LiTaO 3 (LT) and (Li,Mg)TaO 3 (LMT) have been measured under pressure up to 46 GPa. Above 30 GPa, the ferroelectric rhombohedral phase (R3c, Z – 6) of LiTaO 3 transforms to a paraelectric orthorhombic phase (Pnma with Z – 4) with a large hysteresis. Rietveld profile fitting analysis shows that the Li-O bond is compressed and approaches that of Ta-O with pressure. The cation distribution analysis of the orthorhombic perovskite structure shows that Li and Ta are located in the octahedral 8-fold coordination sites. Difference Fourier |F obs(hkl)| - |F cal(hkl)| mapsmore » of LiTaO 3 and (Li,Mg)TaO 3 indicate polarization in the c axis direction and a more distinct electron density distribution around the Ta position for (Li,Mg)TaO 3 compared to LiTaO 3. The observed effective charges indicate that for (Li,Mg)TaO 3 without vacancies Ta 5+ becomes less ionized as a function of Mg substitution. Considering both site occupancy and effective charge analysis, Ta 5+ is reduced to Ta 4.13+. Mg 2+ and O 2- change to Mg 1.643+ and O 1.732 -, respectively. The space- and time-averaged structures of the dynamical vibration of atoms can be elucidated from the electron density analysis by difference Fourier and temperature factors T(hkl) in the structure refinement. The refinement of the temperature factor is consistent with the cation distribution assuming full stoichiometry. The residual electron density induced from the excess electron in (Li,Mg)TaO 3 indicates more electrons around the Ta site, as confirmed by the effective charge analysis. Raman spectra of LiTaO 3 and (Li,Mg)TaO 3 show notable changes over the measured pressure range. Raman peaks centered at 250 cm –1 and 350 cm –1 at ambient pressure merge above 8 GPa, which we associate with the diminishing of difference in distances between Li-O and Ta-O bonds with pressure in both materials. Finally, Raman spectra show significant changes at 28 GPa and 33 GPa for

Tuition Assistance Usage and First-Term Military Retention.

ERIC Educational Resources Information Center

Buddin, Richard; Kapur, Kanika

Tuition Assistance (TA) is a military-sponsored program that reimburses military members for 75% of the tuition costs of college classes while on active duty in the hope of making military service more attractive to young people and encouraging them to remain in the military. TA's effectiveness was examined by using two models--a bivariate probit…

Impact of oxygen stoichiometry on electroforming and multiple switching modes in TiN/TaOx/Pt based ReRAM

NASA Astrophysics Data System (ADS)

Sharath, S. U.; Joseph, M. J.; Vogel, S.; Hildebrandt, E.; Komissinskiy, P.; Kurian, J.; Schroeder, T.; Alff, L.

2016-10-01

We have investigated the material and electrical properties of tantalum oxide thin films (TaOx) with engineered oxygen contents grown by RF-plasma assisted molecular beam epitaxy. The optical bandgap and the density of the TaOx films change consistently with oxygen contents in the range of 3.63 to 4.66 eV and 12.4 to 9.0 g/cm3, respectively. When exposed to atmosphere, an oxidized Ta2O5-y surface layer forms with a maximal thickness of 1.2 nm depending on the initial oxygen deficiency of the film. X-ray photoelectron spectroscopy studies show that multiple sub-stoichiometric compositions occur in oxygen deficient TaOx thin films, where all valence states of Ta including metallic Ta are possible. Devices of the form Pt/Ta2O5-y/TaOx/TiN exhibit highly tunable forming voltages of 10.5 V to 1.5 V with decreasing oxygen contents in TaOx. While a stable bipolar resistive switching (BRS) occurs in all devices irrespective of oxygen content, unipolar switching was found to coexist with BRS only at higher oxygen contents, which transforms to a threshold switching behaviour in the devices grown under highest oxidation.

76 FR 2711 - Amended Certification Regarding Eligibility To Apply for Worker Adjustment Assistance

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-14

... Eligibility To Apply for Worker Adjustment Assistance TA-W-71,054 Apria Healthcare Including On-Site Leased..., California TA-W-71,054A Apria Healthcare Including On-Site Leased Workers from Corporate Employment Resources, Inc., D/B/A Corestaff and Leafstone, Indianapolis, Indiana TA-W-71,054B Apria Healthcare, Including On...

76 FR 2709 - Amended Certification Regarding Eligibility To Apply for Worker Adjustment Assistance

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-14

... for Worker Adjustment Assistance TA-W-72,873 RBS Citizens, N.A., Business Services, Including On-Site... Through NextGen Information Services, Inc., 1 Citizens Drive, Riverside, Rhode Island TA-W-72,873c RBS... Cabot Rd., Medford, Massachusetts TA-W-72,873G RBS Citizens, N.A., Business Services, Including On-Site...

Learning To Learn: New TA Preparation in Computer Pedagogy.

ERIC Educational Resources Information Center

Duffelmeyer, Barb Blakely

2003-01-01

Examines graduate student teaching assistants' (TAs') adjustment to their first teaching experience in first-year composition (FYC) classrooms. Notes that the experience mirrors that of their FYC students. Considers how both new groups work within initially uncomfortable but ultimately developmentally positive levels of ambiguity, multiplicity,…

Crossing Pedagogical Oceans: International Teaching Assistants in U.S. Undergraduate Education. ASHE-ERIC Higher Education Report No. 8, 1992.

ERIC Educational Resources Information Center

Smith, Rosslyn M.; And Others

Despite complaints from undergraduate students concerning language and pedagogical skills of international teaching assistants (ITAs), institutions of higher education continue to appoint ITAs to teach. Legislative mandates have appeared to assess and improve language and pedagogical skills of ITAs, and the academies have likewise responded with…

"When I Need to Do Something Else with the Other Children, Then I Can Rely on Her": Teaching Assistants Working with Socially Disadvantaged Students

ERIC Educational Resources Information Center

Nemec, Zbynek; Šimácková-Laurencíková, Klára; Hájková, Vanda; Strnadová, Iva

2015-01-01

The article presents the results of a research study focused on the role of teaching assistants involved with socially disadvantaged students. Forty-six interviews were conducted with school principals, teachers, teaching assistants and socially disadvantaged students from 10 schools in the Czech Republic. The authors used thematic analysis of the…

Complementary Machine Intelligence and Human Intelligence in Virtual Teaching Assistant for Tutoring Program Tracing

ERIC Educational Resources Information Center

Chou, Chih-Yueh; Huang, Bau-Hung; Lin, Chi-Jen

2011-01-01

This study proposes a virtual teaching assistant (VTA) to share teacher tutoring tasks in helping students practice program tracing and proposes two mechanisms of complementing machine intelligence and human intelligence to develop the VTA. The first mechanism applies machine intelligence to extend human intelligence (teacher answers) to evaluate…

The Undergraduate Leadership Teaching Assistant (ULTA): A High-Impact Practice for Undergraduates Studying Leadership

ERIC Educational Resources Information Center

Odom, Summer F.; Ho, Sarah P.; Moore, Lori L.

2014-01-01

To meet the demands for effective leadership, leadership educators should integrate high-impact practices for students to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this application brief is to describe how undergraduate leadership teaching assistant (ULTA) experiences can be a high- impact…

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

ERIC Educational Resources Information Center

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by…

Socialization, Social Support, and Social Cognitive Theory: An Examination of the Graduate Teaching Assistant

ERIC Educational Resources Information Center

Dixon, Kelly Elizabeth

2012-01-01

Graduate teaching assistants (GTAs) face the unknown as they negotiate their multiple roles and identities within the graduate school and classroom setting as teachers, students, and researchers. The purpose of this study is to identify the role that institutionalized socialization, social support, and behavioral observation and modeling play for…

Microwave-Assisted Organic Synthesis in the Organic Teaching Lab: A Simple, Greener Wittig Reaction

ERIC Educational Resources Information Center

Martin, Eric; Kellen-Yuen, Cynthia

2007-01-01

A greener, microwave-assisted Wittig reaction has been developed for the second-semester organic teaching laboratory. Utilizing this microwave technique, a variety of styrene derivatives have been successfully synthesized from aromatic aldehydes in good yields (41-68%). The reaction not only occurs under neat reaction conditions, but also employs…

Using peer-assisted learning to teach and evaluate residents' musculoskeletal skills.

PubMed

Martinez, Johanna; Harris, Christina; Jalali, Cathy; Tung, Judy; Meyer, Robert

2015-01-01

Although direct observation and corrective feedback are established methods of increasing select aspects of residents' musculoskeletal (MSK) clinical skills, the evaluation and management of patients with MSK complaints remains an underemphasized part of internal medicine training. This paper reports on the development of an innovative peer-assisted learning (PAL) model to teach five MSK areas (back, knee, shoulder, neck, or hip pain). Based on data from 42 participating interns and 44 senior residents from an urban US academic medical center, results from an objective structured clinical exam (OSCE) demonstrate gains in both knowledge and self-reported confidence in MSK skills. Moreover, subsequent focus group results reveal a strong preference for the PAL model. In conclusion, an educational module that utilizes the OSCE format holds much promise for teaching MSK skills to both intern and senior residents.

Mapping the Changes: A Critical Exploration into the Career Trajectories of Teaching Assistants Who Undertake a Foundation Degree

ERIC Educational Resources Information Center

Dunne, Linda; Goddard, Gill; Woolhouse, Clare

2008-01-01

This article explores the changing career trajectories of teaching assistants who graduated from a university in the northwest of England with a Foundation degree in Supporting Teaching and Learning. It begins with a consideration of the changing policy context in England in relation to the role of support staff in schools. This context informed…

Orientation dependences of atomic structures in chemically heterogeneous Cu{sub 50}Ta{sub 50}/Ta glass-crystal interfaces

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yang, Guiqin; Gao, Xiaoze; Li, Jinfu

2015-01-07

Molecular dynamics simulations based on an angular-dependent potential were performed to examine the structural properties of chemically heterogeneous interfaces between amorphous Cu{sub 50}Ta{sub 50} and crystalline Ta. Several phenomena, namely, layering, crystallization, intermixing, and composition segregation, were observed in the Cu{sub 50}Ta{sub 50} region adjacent to the Ta layers. These interfacial behaviors are found to depend on the orientation of the underlying Ta substrate: Layering induced by Ta(110) extends the farthest into Cu{sub 50}Ta{sub 50}, crystallization in the Cu{sub 50}Ta{sub 50} region is most significant for interface against Ta(100), while inter-diffusion is most pronounced for Ta(111). It turns out thatmore » the induced layering behavior is dominated by the interlayer distances of the underlying Ta layers, while the degree of inter-diffusion is governed by the openness of the Ta crystalline layers. In addition, composition segregations are observed in all interface models, corresponding to the immiscible nature of the Cu-Ta system. Furthermore, Voronoi polyhedra 〈0,5,2,6〉 and 〈0,4,4,6〉 are found to be abundant in the vicinity of the interfaces for all models, whose presence is believed to facilitate the structural transition between amorphous and body centered cubic.« less

75 FR 13521 - Centers for Independent Living Program-Training and Technical Assistance

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-22

... DEPARTMENT OF EDUCATION Centers for Independent Living Program--Training and Technical Assistance... for Independent Living Program--Training and Technical Assistance (CIL-TA program). The Assistant... appropriated for the CIL program to provide training and technical assistance to CILs, agencies eligible to...

Trends in the Teaching of Typewriting

ERIC Educational Resources Information Center

Meehan, James R.

1977-01-01

Topics discussed include the cost advantages of electric versus manual typewriters, the advantages of teaching with electric typewriters, copying and typewriting, computers and typewriting, standardization of typewriting style, and word processing and typewriting. (TA)

Understanding Teaching Assistant Self-Efficacy in Role and in Training: Its Susceptibility to Influence

ERIC Educational Resources Information Center

Higgins, Helen; Gulliford, Anthea

2014-01-01

There has been a noted growth in the number of teaching assistants (TAs) in mainstream schools. Research is inconclusive about their efficacy at changing outcomes for children and has proposed more training for TAs. Generic training models have suggested that enhancing self-efficacy in turn improves performance. This exploratory study investigated…

Analysis of FIFA Referees and Assistant Referees' Motivational Factors towards the Multimedia Teaching Materials

ERIC Educational Resources Information Center

Armenteros, M.; Liaw, Shu-Sheng; Sánchez-Franco, M. J.; Fernández, M.; Sánchez, R. Arteaga

2017-01-01

The aim of our study is to improve the understanding of the different behavioral intentions of referees and assistant referees in different FIFA (International Federation of Association Football) confederations towards Multimedia Teaching Materials as learning tools. To achieve this goal, we carry out a survey of 214 elite referees and assistant…

Saying vs. Doing: A Contradiction in the Professional Development of Foreign Language Teaching Assistants

ERIC Educational Resources Information Center

Angus, Katie

2016-01-01

Despite the sizeable portion of foreign language (FL) instruction provided by graduate students now as teaching assistants (TAs) and in the future as faculty, few studies have considered TAs' perspectives on their own professional development. To inform the professional development of FL graduate students as teachers, the present study updated and…

Global Health Care Justice, Delivery Doctors and Assisted Reproduction: Taking a Note From Catholic Social Teachings.

PubMed

Richie, Cristina

2015-12-01

This article will examine the Catholic concept of global justice within a health care framework as it relates to women's needs for delivery doctors in the developing world and women's demands for assisted reproduction in the developed world. I will first discuss justice as a theory, situating it within Catholic social teachings. The Catholic perspective on global justice in health care demands that everyone have access to basic needs before elective treatments are offered to the wealthy. After exploring specific discrepancies in global health care justice, I will point to the need for delivery doctors in the developing world to provide basic assistance to women who hazard many pregnancies as a priority before offering assisted reproduction to women in the developed world. The wide disparities between maternal health in the developing world and elective fertility treatments in the developed world are clearly unjust within Catholic social teachings. I conclude this article by offering policy suggestions for moving closer to health care justice via doctor distribution. © 2014 John Wiley & Sons Ltd.

[A century of teaching research and medico-legal assistance in Iaşi].

PubMed

Scripcaru, G

1982-01-01

On September 15, 1982, the Medico-Legal Department of the Institute of Medicine and Pharmacy of Iaşi will celebrate one hundred years of activity reflected in the instruction of a great number of generations of physicians, forensic physicians and lawyers to say nothing of the remarkable services brought to the Courts of Law and public medical assistance in Moldavia. The organization of university and medical education in Iaşi had to face implicitly the problem of teaching forensic medicine. This subject was tought for the first time in 1860 at the Faculty of Law of the "Al. I. Cuza" University of Iaşi by I. Ciurea. He started teaching forensic medicine at the Faculty of Medicine in 1882. Professor I. Ciurea was specially sent abroad on the purpose of "studying medicine applied to Law". This stage of evolvement and development of the medico-legal studies in Iaşi is associated today with the names of I. Ciurea, George Bogdan, Gr. T. Popa and N. Bălan. Through their activity, publications and genuine scholarship they succeeded in founding a real scientific school of forensic medicine in Iaşi. At the some time they asserted this subject both on the national and international level. An outstanding stage in the development of the forensic medicine in Iaşi was its increasing application to questions of civil and 'criminal law, especially in court proceedings. This stage is brilliantly represented through the teaching, scientific activity and medico-legal assistance given by M. Kernbach. Nowadays we are actively implied in a new stage of development of the forensic studies. This is the period of the epistemological affirmation of the forensic medicine in Iaşi. Its main task is the elaboration of epistemological models for the majority of the law questions which require the rigour of scientific truth. New discoveries have been made in keeping with the natural progress of forensic medicine in all its branches. Within the process of elaboration of new and more

Electrodeposition of Al-Ta alloys in NaCl-KCl-AlCl3 molten salt containing TaCl5

NASA Astrophysics Data System (ADS)

Sato, Kazuki; Matsushima, Hisayoshi; Ueda, Mikito

2016-12-01

To form Al-Ta alloys for high temperature oxidation resistance components, molten salt electrolysis was carried out in an AlCl3-NaCl-KCl melt containing TaCl5 at 423 K. The voltammogram showed two cathodic waves at 0.45 V and 0.7 V vs. Al/Al(III), which may correspond to reduction from Ta(V) to Ta(III) and from Ta(III) to tantalum metal, respectively. Electrodeposits of Al and Ta were obtained in the range from -0.05 to 0.3 V and the highest concentration of Ta in the electrodeposit was 72 at% at 0.3 V. With increasing Ta content in the alloy, the morphology of the electrodeposits became powdery and the particle size smaller.

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches

PubMed Central

Schussler, Elisabeth E.; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

2015-01-01

The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. PMID:26231562

EUSO-TA prototype telescope

NASA Astrophysics Data System (ADS)

Bisconti, Francesca; JEM-EUSO Collaboration

2016-07-01

EUSO-TA is one of the prototypes developed for the JEM-EUSO project, a space-based large field-of-view telescope to observe the fluorescence light emitted by cosmic ray air showers in the atmosphere. EUSO-TA is a ground-based prototype located at the Telescope Array (TA) site in Utah, USA, where an Electron Light Source and a Central Laser Facility are installed. The purpose of the EUSO-TA project is to calibrate the prototype with the TA fluorescence detector in presence of well-known light sources and cosmic ray air showers. In 2015, the detector started the first measurements and tests using the mentioned light sources have been performed successfully. A first cosmic ray candidate has been observed, as well as stars of different magnitude and color index. Since Silicon Photo-Multipliers (SiPMs) are very promising for fluorescence telescopes of next generation, they are under consideration for the realization of a new prototype of EUSO Photo Detector Module (PDM). The response of this sensor type is under investigation through simulations and laboratory experimentation.

Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs

ERIC Educational Resources Information Center

Reeves, Todd D.; Hake, Laura E.; Chen, Xinnian; Frederick, Jennifer; Rudenga, Kristin; Ludlow, Larry H.; O'Connor, Clare M.

2018-01-01

Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of…

Preparing Graduate Students To Teach. A Guide to Programs That Improve Undergraduate Education and Develop Tomorrow's Faculty. From a Comprehensive National Survey of Teaching Assistant Training Programs and Practices.

ERIC Educational Resources Information Center

Lambert, Leo M., Ed.; Tice, Stacey Lane, Ed.

This report describes and documents the state of affairs in preparing graduate students for college and university teaching responsibilities. Chapter 1 summarizes the results of a survey on teacher assistant training and publishing and provides a review of the centrality of the teaching assistantship in graduate education. The publication's two…

"I'm Teaching, but I'm Not Really a Teacher". Teaching Assistants and the Construction of Professional Identities in Hong Kong Schools

ERIC Educational Resources Information Center

Trent, John

2014-01-01

Background: In the past decade, educational settings worldwide have experienced a significant increase in the number of school-based teaching assistants (TAs). The deployment of these TAs has been accompanied by reports of confusion and uncertainty about their roles and responsibilities within schools. While the need to reframe the role and…

Using Genre Analysis To Teach Writing in Engineering. Report on a Pilot Video-Teleconference for Engineering Teaching Assistants and Writing Center Consultants.

ERIC Educational Resources Information Center

Alford, Elisabeth; And Others

A pilot project tested and evaluated teleconferencing as a medium for training engineering teaching assistants in technical writing. The teleconference, which linked 15 participants in the engineering departments and writing centers of the University of South Carolina and Ohio State University, also included a training session on the use of genre…

Resolving International Teaching Assistant Language Inadequacy through Dialogue: Challenges and Opportunities for Clarity and Credibility

ERIC Educational Resources Information Center

Li, Li; Mazer, Joseph P.; Ju, Ran

2011-01-01

Guided by Giddens' structuration theory, this study highlights structures that both enable and constrain nonnative English-speaking teachers and students in American college classrooms. Before international teaching assistants (ITAs) step into their American classrooms, several semishaped class structures are already in place: students (mostly…

Teaching Assistants Managing Behaviour--Who Knows How They Do It? A Review of Literature

ERIC Educational Resources Information Center

Clarke, Emma; Visser, John

2016-01-01

This article reflects on the specific challenges facing teaching assistants (TAs) when managing behaviour. It considers the variety of existing research into this area, and why the paucity of specific research is problematic. It discusses how difficulties in access to training, its availability, the levels of preparation for lessons, the lack of…

Formation and characterization of Ta2O5/TaOx films formed by O ion implantation

NASA Astrophysics Data System (ADS)

Ruffell, S.; Kurunczi, P.; England, J.; Erokhin, Y.; Hautala, J.; Elliman, R. G.

2013-07-01

Ta2O5/TaOx (oxide/suboxide) heterostructures are fabricated by high fluence O ion-implantation into deposited Ta films. The resultant films are characterized by depth profiling X-ray photoelectron spectroscopy (XPS), cross-sectional transmission electron microscopy (XTEM), four-point probe, and current-voltage and capacitance-voltage measurements. The measurements show that Ta2O5/TaOx oxide/suboxide heterostructures can be fabricated with the relative thicknesses of the layers controlled by implantation energy and fluence. Electrical measurements show that this approach has promise for high volume manufacturing of resistive switching memory devices based on oxide/suboxide heterostructures.

Research and Teaching: The Roles of Mentoring and Motivation in Student Teaching Assistant Interactions and in Improving Experience in First-Year Biology Laboratory Classes

ERIC Educational Resources Information Center

Good, Jonathon; Colthorpe, Kay; Zimbardi, Kirsten; Kafer, Georgia

2015-01-01

The authors investigated the impact of changing student-TA relations to include a sense of mentoring by redesigning TA allocations so that students worked with the same TA throughout the semester, but without changing student-to-TA ratios.

The iLappSurgery taTME app: a modern adjunct to the teaching of surgical techniques.

PubMed

Atallah, S; Brady, R R W

2016-09-01

Application-based technology has emerged as a method of modern information communication, and this has been applied towards surgical training and education. It allows surgeons the ability to obtain portable and instant access to information that is otherwise difficult to deliver. The iLappSurgery Foundation has recently launched the transanal total mesorectal excision educational application (taTME app) which provides a useful adjunct, especially for surgeons interested in mastery of the taTME technique and its principles. The article provides a detailed review of the application, which has achieved a large user-base since its debut in June, 2016.

Lecture capturing assisted teaching and learning experience

NASA Astrophysics Data System (ADS)

Chen, Li

2015-03-01

When it comes to learning, a deep understanding of the material and a broadband of knowledge are equally important. However, provided limited amount of semester time, instructors often find themselves struggling to reach both aspects at the same time and are often forced to make a choice between the two. On one hand, we would like to spend much time to train our students, with demonstrations, step by step guidance and practice, to develop strong critical thinking skills and problem-solving skills. On the other hand, we also would like to cover a wide range of content topics to broaden our students' understanding. In this presentation, we propose a working scheme that may assist to achieve these two goals at the same time without sacrificing either one. With the help of recorded and pre-recorded lectures and other class materials, it allows instructors to spend more class time to focus on developing critical thinking skills and problem-solving skills, and to apply and connect principle knowledge with real life phenomena. It also allows our students to digest the material at a pace they are comfortable with by watching the recorded lectures over and over. Students now have something as a backup to refer to when they have random mistakes and/or missing spots on their notes, and hence take more ownership of their learning. Advanced technology have offered flexibility of how/when the content can be delivered, and have been assisting towards better teaching and learning strategies.

Using embedded computer-assisted instruction to teach science to students with Autism Spectrum Disorders

NASA Astrophysics Data System (ADS)

Smith, Bethany

The need for promoting scientific literacy for all students has been the focus of recent education reform resulting in the rise of the Science Technology, Engineering, and Mathematics movement. For students with Autism Spectrum Disorders and intellectual disability, this need for scientific literacy is further complicated by the need for individualized instruction that is often required to teach new skills, especially when those skills are academic in nature. In order to address this need for specialized instruction, as well as scientific literacy, this study investigated the effects of embedded computer-assisted instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom setting. A multiple probe across participants research design was used to examine the effectiveness of the intervention. Results of this study showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Additionally, all three participants maintained the acquired science terms and applications over time and generalized these skills across materials and settings. The findings of this study suggest several implications for practice within inclusive settings and provide suggestions for future research investigating the effectiveness of computer-assisted instruction to teach academic skills to students with Autism Spectrum Disorders and intellectual disability.

Enhancing the Experience of Student Teams in Large Classes: Training Teaching Assistants to Be Coaches

ERIC Educational Resources Information Center

Sargent, Leisa D.; Allen, Belinda C.; Frahm, Jennifer A.; Morris, Gayle

2009-01-01

To address the increasing demand for mass undergraduate management education and, at the same time, a greater emphasis on student teamwork, this study outlines the development, delivery, and evaluation of a training intervention designed to build team-coaching skills in teaching assistants. Specifically, "practice-centered" and…

Using Embedded Computer-Assisted Explicit Instruction to Teach Science to Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Smith, Bethany R.; Spooner, Fred; Wood, Charles L.

2013-01-01

For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach…

Teaching Small Business Ownership and Management

ERIC Educational Resources Information Center

Leach, James A.

1977-01-01

Topics discussed include integrating small business ownership with existing programs; establishing awareness, exploration, and orientation activities; and preparation for small business ownership. A curriculum guide developed for teaching small business ownership and management is also described. (TA)

Personal digital assistants herald new approaches to teaching and evaluation in medical education.

PubMed

Bertling, Chad J; Simpson, Deborah E; Hayes, Avery M; Torre, Dario; Brown, Diane L; Schubot, David B

2003-01-01

Since its arrival in 1994, the personal digital assistant (PDA) has made significant inroads in the handheld industry, with 50% of physicians anticipated as users by 2005 due to its functionality as a point-of-care medical informatics tool. However, its use in medical education is less well documented. Since 1998, PDAs have been used at Medical College of Wisconsin (MCW) as both a teaching and an evaluation tool for medical student and resident education. This article highlights the use of the PDA in medical education and describes current applications for monitoring clinical experiences of students/residents, and teaching resources for hypertension, cardiac auscultation, and community health. MCW's experiences with the PDA as a real time teaching and data collection tool serves as a model for other medical schools and for our students who are educated in the importance of self-monitoring one's clinical experiences and the need for continuous improvement as future physicians.

Nanostructured TaON/Ta3N5 as a highly efficient type-II heterojunction photoanode for photoelectrochemical water splitting.

PubMed

Pei, Lang; Wang, Hongxu; Wang, Xiaohui; Xu, Zhe; Yan, Shicheng; Zou, Zhigang

2018-06-20

Enhancing the charge separation by a semiconductor heterojunction is greatly promising and challenging for photoelectrochemical (PEC) water splitting. Here, we report for the first time the design and fabrication of a TaON/Ta3N5 heterojunction photoanode, in which the electrode Ta3N5 is the primary light absorber and TaON acts as an electron conductor. By combining the merits of the substantial light harvesting of Ta3N5 with the excellent charge transport capability of TaON, the TaON/Ta3N5 heterojunction photoanode, without any co-catalysts, shows a 350 mV negative shift of photocurrent onset potential to 0.65 V versus the reversible hydrogen electrode (RHE) compared to that of the Ta3N5 photoanode. The design and fabrication scheme can be readily extended to other (oxy)nitride semiconductors for heterojunction construction.

76 FR 68219 - Notice of Determinations Regarding Eligibility To Apply for Worker Adjustment Assistance and...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-03

... received a certification of eligibility to apply for trade adjustment assistance benefits and such supply... Fit Industries, LLC, Monroe, NC: August 9, 2010, TA-W-80,472; Tiger Drylac USA, Inc., Reading, PA: September 26, 2010, TA-W-80,473; Reading Powder Coatings, Inc., Reading, PA: September 26, 2010, TA-W-80,484...

On Using Intelligent Computer-Assisted Language Learning in Real-Life Foreign Language Teaching and Learning

ERIC Educational Resources Information Center

Amaral, Luiz A.; Meurers, Detmar

2011-01-01

This paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between…

Establishing the Validity of the Task-Based English Speaking Test (TBEST) for International Teaching Assistants

ERIC Educational Resources Information Center

Witt, Autumn Song

2010-01-01

This dissertation follows an oral language assessment tool from initial design and implementation to validity analysis. The specialized variables of this study are the population: international teaching assistants and the purpose: spoken assessment as a hiring prerequisite. However, the process can easily be applied to other populations and…

An Evaluation of Grading and Instructional Feedback Skills of Graduate Teaching Assistants in Introductory Psychology

ERIC Educational Resources Information Center

Doe, Sue R.; Gingerich, Karla J.; Richards, Tracy L.

2013-01-01

This study explored graduate teaching assistant (GTA) grading on 480 papers across two writing assignments as integrated into large Introductory Psychology courses. We measured GTA accuracy, consistency, and commenting (feedback) quality. Results indicate that GTA graders improved, although unevenly, in accuracy and consistency from Time 1 to 2…

Contrasting Grading Approaches in Introductory Physics and Quantum Mechanics: The Case of Graduate Teaching Assistants

ERIC Educational Resources Information Center

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-01-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics…

Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning.

PubMed

Roden, Julie A; Jakob, Susanne; Roehrig, Casey; Brenner, Tamara J

2018-03-12

In the past ten years, increasing evidence has demonstrated that scientific teaching and active learning improve student retention and learning gains in the sciences. Graduate teaching assistants (GTAs), who play an important role in undergraduate education at many universities, require training in these methods to encourage implementation, long-term adoption, and advocacy. Here, we describe the design and evaluation of a two-day training workshop for first-year GTAs in the life sciences. This workshop combines instruction in current research and theory supporting teaching science through active learning as well as opportunities for participants to practice teaching and receive feedback from peers and mentors. Postworkshop assessments indicated that GTA participants' knowledge of key topics increased during the workshop. In follow-up evaluations, participants reported that the workshop helped them prepare for teaching. This workshop design can easily be adapted to a wide range of science disciplines. Overall, the workshop prepares graduate students to engage, include, and support undergraduates from a variety of backgrounds when teaching in the sciences. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Wyoming Institute on Foreign TA Training. Working Papers, Volume I.

ERIC Educational Resources Information Center

Constantinides, Janet C., Ed.

This document presents 11 papers that consider the problems and opportunities relating to the design and implementation of training programs for foreign teaching assistants (FTAs): "Academic Sub-cultures within U.S. Higher Education: Implications for FTA Training of Differences in Teaching Styles and Methods" (Patricia Byrd); "Cross-cultural…

77 FR 34973 - Announcement of Funding Awards for HUD's Fiscal Year 2011-2012 Technical Assistance and Capacity...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-12

... Transformation Initiative (OneCPD TA and Core Curricula) AGENCY: Office of the Assistant Secretary for Community... Transformation Initiative (OneCPD TA and Core Curricula) program. This announcement contains the names of the... Capacity Building under the Transformation Initiative (OneCPD TA and Core Curricula) was designed to...

Double Standards and First Principles: Framing Teaching Assistant Support for Pupils with Special Educational Needs

ERIC Educational Resources Information Center

Webster, Rob; Blatchford, Peter; Bassett, Paul; Brown, Penelope; Martin, Clare; Russell, Anthony

2010-01-01

Teaching assistants (TAs) are part of a growing international trend toward paraprofessionals working in public services. There has been controversy over TAs' deployment and appropriate role when supporting the learning of pupils with special educational needs (SEN) in mainstream schools. Such debates have been transformed by findings from a large…

Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers Who Were Teaching Assistants First

ERIC Educational Resources Information Center

Fortner, C. Kevin; Kershaw, David C.; Bastian, Kevin C.; Lynn, Heather H.

2015-01-01

Background/Context: In response to a shortage of highly qualified teachers, states and school districts have enacted a number of policy innovations over the last two decades. While researchers have evaluated many of these reforms, little is known about the initial effectiveness of individuals with prior teaching assistant experience. We review…

Preparation of TiO2/boron-doped diamond/Ta multilayer films and use as electrode materials for supercapacitors

NASA Astrophysics Data System (ADS)

Shi, Chao; Li, Hongji; Li, Cuiping; Li, Mingji; Qu, Changqing; Yang, Baohe

2015-12-01

We report nanostructured TiO2/boron-doped diamond (BDD)/Ta multilayer films and their electrochemical performances as supercapacitor electrodes. The BDD films were grown on Ta substrates using electron-assisted hot filament chemical vapor deposition. Ti metal layers were deposited on the BDD surfaces by radio frequency magnetron sputtering, and nanostructured TiO2/BDD/Ta thin films were prepared by electrochemical etching and thermal annealing. The successful formation of TiO2 and Ta layered nanostructures was demonstrated using scanning electron and transmission electron microscopies. The electrochemical responses of these electrodes were evaluated by examining their use as electrical double-layer capacitors, using cyclic voltammetry, and galvanostatic charge/discharge and impedance measurements. When the TiO2/BDD/Ta film was used as the working electrode with 0.1 M Na2SO4 as the electrolyte, the capacitor had a specific capacitance of 5.23 mF cm-2 at a scan rate of 5 mV s-1 for a B/C ratio of 0.1% w/w. Furthermore, the TiO2/BDD/Ta film had improved electrochemical stability, with a retention of 89.3% after 500 cycles. This electrochemical behavior is attributed to the quality of the BDD, the surface roughness and electrocatalytic activities of the TiO2 layer and Ta nanoporous structures, and the synergies between them. These results show that TiO2/BDD/Ta films are promising as capacitor electrodes for special applications.

Silicide formation process of Er films with Ta and TaN capping layers.

PubMed

Choi, Juyun; Choi, Seongheum; Kim, Jungwoo; Na, Sekwon; Lee, Hoo-Jeong; Lee, Seok-Hee; Kim, Hyoungsub

2013-12-11

The phase development and defect formation during the silicidation reaction of sputter-deposited Er films on Si with ∼20-nm-thick Ta and TaN capping layers were examined. TaN capping effectively prevented the oxygen incorporation from the annealing atmosphere, which resulted in complete conversion to the ErSi2-x phase. However, significant oxygen penetration through the Ta capping layer inhibited the ErSi2-x formation, and incurred the growth of several Er-Si-O phases, even consuming the ErSi2-x layer formed earlier. Both samples produced a number of small recessed defects at an early silicidation stage. However, large rectangular or square-shaped surface defects, which were either pitlike or pyramidal depending on the capping layer identity, were developed as the annealing temperature increased. The origin of different defect generation mechanisms was suggested based on the capping layer-dependent silicidation kinetics.

Graduate Assistants: Students or Staff, Policy or Practice? The Current Legal Employment Status of Graduate Assistants

ERIC Educational Resources Information Center

Flora, Bethany H.

2007-01-01

In the US, graduate assistants are an integral part of a university's educational and operational climate. Graduate assistants provide teaching, research or administrative services to the educational enterprise in exchange for professional experience and a financial stipend. Recent strikes of graduate teaching assistants at New York University…

Format and Evaluation of the Cross-Cultural Component of a Foreign Teaching Assistant Training Program.

ERIC Educational Resources Information Center

Dege, Dolores Bolon

This report describes a classroom communication training program for foreign teaching assistants (FTAs) developed at the University of Minnesota in response to evidence that the FTAs were the subject of criticism and complaints because of poor communication abilities in their classes. The first two sections of the paper discuss the background to…

Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants Teaching Self-Efficacy

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Enochs, Larry G.; Needham, Mark

2012-01-01

The graduate experience is a critical time for development of academic faculty, but often there is little preparation for teaching during the graduate career. Teaching self-efficacy, an instructor's belief in his or her ability to teach students in a specific context, can help to predict teaching behavior and student achievement, and can be used…

Peer-assisted bedside teaching rounds.

PubMed

Doumouras, Aristithes; Rush, Raphael; Campbell, Anthony; Taylor, David

2015-06-01

Although postgraduate trainees play a well-accepted role in medical education, little consideration has traditionally been given to senior undergraduate trainees as teachers. Recently, research has shown senior medical students (SMS) can play an effective teaching role for junior medical students (JMS) in non-clinical medical settings. The purpose of our study was to understand the perceptions of SMSs as teachers in a clinical environment for JMS. All students who participated in our peer-led bedside teaching programme from September 2010 to May 2012 were invited to complete a questionnaire following their teaching session. Fifty-six of 70 JMS (80%) and 15 of 15 SMS (100%) participated. Survey questions addressed learning, bedside experiences, teacher effectiveness and the overall usefulness of these sessions. The data collected were analysed for significance of the perceptions reported. We found students reported positive and statistically significant results in all domains examined. JMS reported that sessions were highly valuable learning, improved confidence and comfort at the bedside, had excellent teaching and were a valuable addition to their clinical skills training. SMS reported getting highly valuable learning through preparation and developing improved comfort in a teaching role. Little consideration has traditionally been given to senior undergraduate trainees as teachers Our findings demonstrate that peer-directed learning in undergraduate medical education can be effectively implemented in the clinical arena. © 2015 John Wiley & Sons Ltd.

Graduate Teaching Assistants; Critical Colleagues or Casual Components in the Undergraduate Laboratory Learning? An Exploration of the Role of the Postgraduate Teacher in the Sciences

ERIC Educational Resources Information Center

Ryan, Barry J.

2014-01-01

Laboratory training is key to many science subjects and those that teach the practical laboratory skills maintain a pivotal role in undergraduate science training. Graduate Teaching Assistants (GTAs) are regularly used in higher education institutes to teach these practical lab skills. The GTA can be involved in both laboratory teaching and…

Assessment of relative Ti, Ta, and Nb (TiTaN) enrichments in global ocean island basalts

NASA Astrophysics Data System (ADS)

Peters, B.; Day, J. M.

2013-12-01

The relative sensitivity of trace element concentrations to processes governing solid-melt and solid-fluid interactions has made them particularly useful for tracing the effects of partial melting, fractional crystallization, metasomatism and similar processes on the composition of a parental melt to a rock or mineral. Radiogenic and stable isotope compositions, in contrast, can provide information on the long-term history and provenance of magmas. Despite the distinct information derived from relative and absolute abundances of trace elements compared with isotopes, numerous studies of ocean island basalts (OIB) have attempted to use trace elements as diagnostic geochemical tracers to understand parental magma compositions. In particular, attempts have been made to correlate 'TiTaN' (Ti, Ta and Nb) anomalies to the He-Os isotopic compositions of OIB based on contributions from recycled eclogite, a theoretical high-TiTaN reservoir, and peridotite, a theoretical high-3He/4He reservoir (Jackson, et al., 2008 G-cubed). These authors have proposed that TiTaN anomalies can be used as independent indicators for recycled oceanic crust and lithospheric mantle in OIB sources, a distinction previously reserved for isotopic data. However, TiTaN anomalies appear uncorrelated to OIB mantle source composition for three reasons. First, a new geochemical compilation of global OIB shows a wide range of Ti (Ti/Ti* = 0.28 - 2.35), Ta (Ta/Ta* = 0.11 - 93.42) and Nb (Nb/Nb* = 0.13 - 17.79) anomalies that do not correlated with each other or noble gas systematics, indicating that: (i) TiTaN anomalies alone do not correspond to the primitive source traced by high-3He/4He or the solar neon component and (ii) Ti, Ta and Nb anomalies may each reflect distinct processes or origins, rather than tracing a single source or process together. Second, positive Ti anomalies can be generated by low-degree (1-10%), non-modal batch partial melting of garnet lherzolite at temperatures and pressures

Tribological properties of self-lubricating Ta-Cu films

NASA Astrophysics Data System (ADS)

Qin, Wen; Fu, Licai; Zhu, Jiajun; Yang, Wulin; Li, Deyi; Zhou, Lingping

2018-03-01

In this paper, Ta and TaCu films were deposited by using magnetron sputtering, and the tribological properties of the films against Si3N4 balls were investigated under the loads of 2 N and 5 N. The average grain sizes of both films are below 25 nm. Ta and TaCu films have approximate hardness. While the wear rate of TaCu film is much smaller than that of Ta film. Post-wear testing XRD, Raman and XPS revealed the formation of tantalum oxide on the worn surface of both Ta and TaCu films. Tantalum oxidation is effectively lubricating to reduce friction coefficient. So the friction coefficient of both Ta and TaCu film is about 0.45 under different applied loads. Meanwhile, the addition of Cu could increase the toughness of the film, and avoid the generation of wear debris, resulting in a significant increase in wear resistance.

Using Assistive Technology to Teach Emotion Recognition to Students With Asperger Syndrome: A Pilot Study

ERIC Educational Resources Information Center

Lacava, Paul G.; Golan, Ofer; Baron-Cohen, Simon; Myles, Brenda Smith

2007-01-01

Many individuals with autism spectrum conditions (ASC) have difficulty recognizing emotions in themselves and others. The present pilot study explored the use of assistive technology to teach emotion recognition (ER) to eight children with ASC. Participants were between the ages of 8 and 11 years and had a diagnosis of Asperger syndrome (AS). ER…

Using Computer Assisted Instruction to Teach Science Facts to Students with Moderate to Severe Disabilities

ERIC Educational Resources Information Center

Berrong, Amy Ketterer

2011-01-01

Previous research has found the use of computer-assisted instruction (CAI) to be effective in teaching skills to a variety of populations. Students with and without disabilities have been taught a variety of skills including social skills and core academic content using CAI. Students with moderate to severe disabilities (MSD) have been taught a…

Teaching Sight Words to Elementary Students with Intellectual Disability and Autism: A Comparison of Teacher-Directed versus Computer-Assisted Simultaneous Prompting

ERIC Educational Resources Information Center

Coleman, Mari Beth; Cherry, Rebecca A.; Moore, Tara C.; Yujeong, Park; Cihak, David F.

2015-01-01

The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional…

Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

PubMed Central

Yu, Tzu-Chieh; Wilson, Nichola C; Singh, Primal P; Lemanu, Daniel P; Hawken, Susan J; Hill, Andrew G

2011-01-01

Introduction International interest in peer-teaching and peer-assisted learning (PAL) during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice. Objective To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students. Method A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of “Kirkpatrick’s Levels of Learning” were used to grade the impact size of study outcomes. Results From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher training. Overall, results suggest that peer-teaching, in highly selective contexts, achieves short-term learner outcomes that are comparable with those produced by faculty-based teaching. Furthermore, peer-teaching has beneficial effects on student-teacher learning outcomes. Conclusions Peer-teaching in undergraduate medical programs is comparable to conventional teaching when utilized in selected contexts. There is evidence to suggest

Assistive Technologies

ERIC Educational Resources Information Center

Auat Cheein, Fernando A., Ed.

2012-01-01

This book offers the reader new achievements within the Assistive Technology field made by worldwide experts, covering aspects such as assistive technology focused on teaching and education, mobility, communication and social interactivity, among others. Each chapter included in this book covers one particular aspect of Assistive Technology that…

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research.

PubMed

Reeves, Todd D; Marbach-Ad, Gili; Miller, Kristen R; Ridgway, Judith; Gardner, Grant E; Schussler, Elisabeth E; Wischusen, E William

2016-01-01

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program evaluation and research with three overarching variable categories for consideration: outcome variables, contextual variables, and moderating variables. The framework's outcome variables go beyond GTA satisfaction and instead position GTA cognition, GTA teaching practice, and undergraduate learning outcomes as the foci of GTA TPD evaluation and research. For each GTA TPD outcome variable, key evaluation questions and example assessment instruments are introduced to demonstrate how the framework can be used to guide GTA TPD evaluation and research plans. A common conceptual framework is also essential to coordinating the collection and synthesis of empirical data on GTA TPD nationally. Thus, the proposed conceptual framework serves as both a guide for conducting GTA TPD evaluation at single institutions and as a means to coordinate research across institutions at a national level. © 2016 T. D. Reeves et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Effects of Processing Variables on Tantalum Nitride by Reactive-Ion-Assisted Magnetron Sputtering Deposition

NASA Astrophysics Data System (ADS)

Wei, Chao‑Tsang; Shieh, Han‑Ping D.

2006-08-01

The binary compound tantalum nitride (TaN) and ternary compounds tantalum tungsten nitrides (Ta1-xWxNy) exhibit interesting properties such as high melting point, high hardness, and chemical inertness. Such nitrides were deposited on a tungsten carbide (WC) die and silicon wafers by ion-beam-sputter evaporation of the respective metal under nitrogen ion-assisted deposition (IAD). The effects of N2/Ar flux ratio, post annealing, ion-assisted deposition, deposition rate, and W doping in coating processing variables on hardness, load critical scratching, oxidation resistance, stress and surface roughness were investigated. The optimum N2/Ar flux ratios in view of the hardness and critical load of TaN and Ta1-xWxNy films were ranged from 0.9 to 1.0. Doping W into TaN to form Ta1-xWxNy films led significant increases in hardness, critical load, oxidation resistance, and reduced surface roughness. The optimum doping ratio was [W/(W+Ta)]=0.85. From the deposition rate and IAD experiments, the stress in the films is mainly contributed by sputtering atoms. The lower deposition rate at a high N2/Ar flux ratio resulted in a higher compressive stress. A high compressive residual stress accounts for a high hardness. The relatively high compressive stress was attributed primarily to peening by atoms, ions and electrons during film growth, the Ta1-xWxNy films showed excellent hardness and strength against a high temperature, and sticking phenomena can essentially be avoided through their use. Ta1-xWxNy films showed better performance than the TaN film in terms of mechanical properties and oxidation resistance.

Thinking as a Student: Stimulating Peer Education with an Undergraduate Teaching Assistant in the Humanities Classroom

ERIC Educational Resources Information Center

Karpenko, Lara; Schauz, Steven

2017-01-01

In this article, I argue that peer educational experiences should be incorporated into the undergraduate humanities classroom by providing a case study of a successful Undergraduate Teaching Assistant (UTA) pilot. In keeping with Topping & Ehly's (2001) criteria for successful peer education, I assigned the UTA a significant role in direct…

New Partnerships for Learning: Teachers' Perspectives on Their Developing Professional Relationships with Teaching Assistants in England

ERIC Educational Resources Information Center

Bedford, Dorothy; Jackson, Coleen R.; Wilson, Elizabeth

2008-01-01

Over recent decades there has been pressure on schools and teachers, in England, to transform teachers' working practice by advocating an improved role for teaching assistants. In reforming the workforce, the government also intended to support schools in building the momentum for change, whilst raising standards of pupil achievement and enhancing…

New Perspectives: TA Preparation for Critical Literacy in First Year Composition.

ERIC Educational Resources Information Center

Duffelmeyer, Barb Blakely

2002-01-01

Notes that new teaching assistants (TAs) and first year composition students similarly grapple with ambiguity, multiplicity, and open-endedness. Contends that new TAs' queries and early classroom experiences can provide a valuable occasion to re-balance the emphasis in a pro-seminar between teaching and learning. Presents strategies for addressing…

78 FR 39773 - Amended Certification Regarding Eligibility To Apply for Worker Adjustment Assistance

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-02

... Eligibility To Apply for Worker Adjustment Assistance TA-W-82,678 Cannon Equipment, Carts Department, A Subsidiary of IMI Americas, Inc., Including On-Site Leased Workers From Aerotek And The Work Connection, Rosemount, Minnesota TA-W-82,678A Cannon Equipment, A Subsidiary of IMI Americas, Inc., Including On-Site...

Tuning the effective parameters in (Ta/Cu/[Ni/Co]x/Ta) multilayers with perpendicular magnetic anisotropy

NASA Astrophysics Data System (ADS)

Ayareh, Zohreh; Moradi, Mehrdad; Mahmoodi, Saman

2018-06-01

In this paper, we report perpendicular magnetic anisotropy (PMA) in a (Ta/Cu/[Ni/Co]x/Ta) multilayers structure. These typical structures usually include a multilayer of ferromagnetic and transition metal thin films. Usually, magnetic anisotropy is characterized by magnetization loops determined by magnetometer or magneto-optical Kerr effect (MOKE). The interface between ferromagnetic and metallic layers plays an important role in magnetic anisotropy evolution from out-of-plane to in-plane in (Ta/Cu/[Ni/Co]/Ta) structure. Obtained results from MOKE and magnetometry of these samples show that they have different easy axes due to change in thickness of Cu as spacer layer and difference in number of repetition of [Ni/Co] stacks.

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

NASA Astrophysics Data System (ADS)

Endorf, Robert

2008-04-01

We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. The purpose of the study was to evaluate which teaching methods would be the most effective for recitation classes associated with large lectures in introductory physics courses. Student volunteers from our introductory calculus-based physics course at the University of Cincinnati attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, ``Changes in Energy and Momentum,'' from ``Tutorials in Introductory Physics'' by Lillian McDermott, Peter Shaffer and the Physics Education Group at the University of Washington. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences of modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods which should be emphasized in training course instructors.

Electronic structure and optical properties of Ta-doped and (Ta, N)-codoped SrTiO3 from hybrid functional calculations

NASA Astrophysics Data System (ADS)

Liu, Yanyu; Zhou, Wei; Wu, Ping

2017-02-01

A systematic study has been carried out to research the effect of Ta monodoping and (Ta, N)-codoping on the electronic structure and optical properties of SrTiO3. The results indicate that the incorporation of N into the SrTiO3 lattice is in favor of the substitution of Ta at a Ti site, which is the most favorable structure with respect to both the energetic stability and high photocatalytic activity. Furthermore, the carrier recombination centers induced by Ta monodoping are passivated in the (Ta, N)-codoped SrTiO3 system with Ta at a Ti site. Simultaneous incorporation of N and Ta results in a band gap decreasing about 0.7 eV due to the appearance of the new states hybridized by N-p states with the O-p states above the valence band. The band alignment verifies that the (Ta, N)-codoped SrTiO3 simultaneously meets the criteria of band-edge energetic positions and band gap for the overall water splitting under visible light.

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

NASA Astrophysics Data System (ADS)

Koenig, Kathleen M.; Endorf, Robert J.; Braun, Gregory A.

2007-06-01

We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, “Changes in Energy and Momentum,” from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pre- and post-tests. Our results demonstrate the importance of the instructor’s role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences for modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods that should be emphasized in training course instructors.

Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors

PubMed Central

Kendall, K. Denise; Schussler, Elisabeth E.

2012-01-01

Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each type of instructor versus the type of classes they teach. Data collection was via an online survey composed of subscales from two validated instruments, as well as one open-ended question asking students to compare the same class taught by a professor versus a GTA. Quantitative and qualitative results indicated that some student instructional perceptions are specific to instructor type, and not class type. For example, regardless of type of class, professors are perceived as being confident, in control, organized, experienced, knowledgeable, distant, formal, strict, hard, boring, and respected. Conversely, GTAs are perceived as uncertain, hesitant, nervous, relaxed, laid-back, engaging, interactive, relatable, understanding, and able to personalize teaching. Overall, undergraduates seem to perceive professors as having more knowledge and authority over the curriculum, but enjoy the instructional style of GTAs. The results of this study will be used to make recommendations for GTA professional development programs. PMID:22665591

A Peer-Assisted Teaching Scheme to Improve Units with Critically Low Student Satisfaction: Opportunities and Challenges

ERIC Educational Resources Information Center

Carbone, Angela

2014-01-01

This paper outlines a peer-assisted teaching scheme (PATS) which was piloted in the Faculty of Information Technology at Monash University, Australia to address the low student satisfaction with the quality of information and communication technology units. Positive results from the pilot scheme led to a trial of the scheme in other disciplines.…

Training Graduate Teaching Assistants in the Geosciences: Our Practices vs. Perceived Needs

NASA Astrophysics Data System (ADS)

Teasdale, R.; Ryker, K.; Bitting, K. S.

2016-12-01

Graduate Teaching Assistants (GTAs) in the geosciences are responsible for teaching a large proportion of undergraduate students in many universities. Often, GTAs are primary instructors in small laboratory sections of large enrollment courses, putting them in the position of having a more personalized relationship with students, in what is often the most interactive portion of an introductory course. Anecdotally, geoscientists recognize that GTAs also have a broad range of responsibilities, but there is wide variation in the content and timing of the training they receive. Until now, no comprehensive survey has been conducted to capture and analyze this distribution in a systematic way. Data from a nationwide survey of 120 geoscientists is used here to characterize the ways GTAs are trained as well as respondents' priorities for GTA training. Respondents include faculty from PhD- and MS- granting institutions (81.4%) and MS-only granting institutions (18.5%). According to the survey, most GTAs teach laboratory sections (95.6%), and many teach lecture sections (38.9%). In many cases, GTAs support instructors during or outside of the "lecture" section (e.g. grading, 77.1%). Of GTAs who teach lecture or lab sections, most receive required training from their department or the university, commonly on a single day just before the start of the semester. GTA training typically includes logistical information (where to find materials, professionalism), but less than 40% of GTAs are required to participate in pedagogical training. In contrast, pedagogy was most often rated very important or important (74.2%) by survey respondents. The disconnect between the geoscience community's current practices in GTA training and our current values suggests that GTA training programs are needed, and that the community can benefit from reports on the success of existing programs and the dissemination of adaptable models for GTA pedagogical training.

O-GlcNAc-mediated interaction between VER2 and TaGRP2 elicits TaVRN1 mRNA accumulation during vernalization in winter wheat

PubMed Central

Xiao, Jun; Xu, Shujuan; Li, Chunhua; Xu, Yunyuan; Xing, Lijing; Niu, Yuda; Huan, Qing; Tang, Yimiao; Zhao, Changping; Wagner, Doris; Gao, Caixia; Chong, Kang

2014-01-01

Vernalization, sensing of prolonged cold, is important for seasonal flowering in eudicots and monocots. While vernalization silences a repressor (FLC, MADS-box transcription factor) in eudicots, it induces an activator (TaVRN1, an AP1 clade MADS-box transcription factor) in monocots. The mechanism for TaVRN1 induction during vernalization is not well understood. Here we reveal a novel mechanism for controlling TaVRN1 mRNA accumulation in response to prolonged cold sensing in wheat. The carbohydrate-binding protein VER2, a jacalin lectin, promotes TaVRN1 upregulation by physically interacting with the RNA-binding protein TaGRP2. TaGRP2 binds to TaVRN1 pre-mRNA and inhibits TaVRN1 mRNA accumulation. The physical interaction between VER2 and TaGRP2 is controlled by TaGRP2 O-GlcNAc modification, which gradually increases during vernalization. The interaction between VER2 and O-GlcNAc-TaGRP2 reduces TaGRP2 protein accumulation in the nucleus and/or promotes TaGRP2 dissociation from TaVRN1, leading to TaVRN1 mRNA accumulation. Our data reveal a new mechanism for sensing prolonged cold in temperate cereals. PMID:25091017

Perceptions of simulation-assisted teaching among baccalaureate nursing students in Chinese context: Benefits, process and barriers.

PubMed

Zhang, Jun

To explore the subjective learning experiences of baccalaureate nursing students participating in simulation sessions in a Chinese nursing school. This was a qualitative descriptive study. We used semi-structured interviews to explore students' perception about simulation-assisted learning. Each interview was audio-taped and transcribed verbatim. Thematic analysis was used to identify the major themes or categories from the transcript and the field notes. Only 10 students were needed to achieve theoretical saturation, due to high group homogeneity. Three main themes which were found from the study included 1. Students' positive views of the new educational experience of simulation; 2. Factors currently making simulation less attractive to students; and 3. The teacher's role in insuring a positive learning experience. Simulation-assisted teaching has been a positive experience for majority nursing students. Further efforts are needed in developing quality simulation-based course curriculum as well as planning and structuring its teaching process. The pedagogy approach requires close collaboration between faculty and students. Copyright © 2016 Elsevier Inc. All rights reserved.

The Pedagogy of Pedagogy: Teaching GTAs To Teach.

ERIC Educational Resources Information Center

Williamson, L. Keith

A long-standing aspect of collegiate culture at many advanced-degree-granting universities is the use of Graduate Teaching Assistants (GTAs) to teach an introductory course. This practice presents a serious pedagogical challenge--namely, how to train inexperienced GTAs to teach the course. Too often new GTAs are merely supplied with the textbook…

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

PubMed Central

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor types, this study explored student ratings of instruction by GTAs and faculty members to see whether perceptions differed by instructor type, whether they changed over a semester, and whether certain instructor traits were associated with student perceptions of their instructors’ teaching effectiveness or how much students learned from their instructors. Students rated their faculty instructors and GTAs for 13 instructor descriptors at the beginning and near the end of the semester in eight biology classes. Analyses of these data identified differences between instructor types; moreover, student perception changed over the semester. Specifically, GTA ratings increased in perception of positive instructional descriptors, while faculty ratings declined for positive instructional descriptors. The relationship of these perception changes with student experience and retention should be further explored, but the findings also suggest the need to differentiate professional development by the different instructor types teaching lower-division science courses to optimize teaching effectiveness and student learning in these important gateway courses. PMID:23463232

Superstructure Ta2O5 mesocrystals derived from (NH4)2Ta2O3F6 mesocrystals with efficient photocatalytic activity.

PubMed

Yu, Xin; Li, Wei; Huang, Jian; Li, Zhonghua; Liu, Jiawen; Hu, PingAn

2018-02-06

Superstructured mesocrystalline Ta 2 O 5 nanosheets were successfully prepared from mesocrystalline (NH 4 ) 2 Ta 2 O 3 F 6 nanorods by the annealing method for the first time. The as-prepared mesocrystalline Ta 2 O 5 nanosheets in this work showed remarkable visible light absorption, mainly due to the formation of oxygen vacancy defects in the mesocrystalline Ta 2 O 5 nanosheets, which was also confirmed by XPS spectra, Raman spectra and EPR spectra. Besides, the mesocrystalline Ta 2 O 5 nanosheets showed a highly enhanced photocatalytic activity of 11 268.24 μmol g -1 h -1 , about 3.95 times that of commercial Ta 2 O 5 . Moreover, the specific surface area of the mesocrystalline Ta 2 O 5 -800 nanosheets was 16.34 m 2 g -1 , about 5.32 times that of the commercial Ta 2 O 5 (3.072 m 2 g -1 ). The valence band XPS spectra indicated a strong oxidizing ability of the mesocrystalline Ta 2 O 5 nanosheets in comparison to that of commercial Ta 2 O 5 . The formation of superstructured Ta 2 O 5 mesocrystals generated long lifetime carriers and effective conduction pathways, which greatly enhanced the photocatalytic activity for hydrogen production.

Fermi surface interconnectivity and topology in Weyl fermion semimetals TaAs, TaP, NbAs, and NbP

DOE PAGES

Lee, Chi-Cheng; Xu, Su-Yang; Huang, Shin-Ming; ...

2015-12-01

The family of binary compounds including TaAs, TaP, NbAs, and NbP was recently discovered as the first realization of Weyl semimetals. In order to develop a comprehensive description of the charge carriers in these Weyl semimetals, we performed detailed and systematic electronic band structure calculations which reveal the nature of Fermi surfaces and their complex interconnectivity in TaAs, TaP, NbAs, and NbP. In conclusion, our work reports a comparative and comprehensive study of Fermi surface topology and band structure details of all known members of the Weyl semimetal family and hence provides the fundamental knowledge for realizing the many predictedmore » exotic topological quantum physics of Weyl semimetals based on the TaAs class of materials.« less

Lifelong Learning: Teaching Assistants' Experiences of Economic, Social and Cultural Change Following Completion of a Foundation Degree

ERIC Educational Resources Information Center

Woolhouse, Clare; Dunne, Linda; Goddard, Gill

2009-01-01

This paper stems from a longitudinal research project that explored the perceptions and experiences of teaching assistants (predominantly women) who have undertaken a foundation degree. It draws upon Bourdieu's notion of habitus and investigates shifts in economic, cultural and social capital for this particular group of educational professionals.…

Faculty Teaching Development: Using the Multidimensional Matrix of Teaching Development to Guide Teaching Improvement Activities

ERIC Educational Resources Information Center

Murphy, Cheryl A.; Jensen, Thomas D.

2016-01-01

Higher education faculty learn how to teach through courses, seminars, or workshops during and after their doctoral program. Perhaps the more prevalent way faculty learn to teach is through observational and self-directed learning. In order to assist with self-directed teaching improvements we developed the Multidimensional Matrix of Teaching…

Retention Model of TaO/HfO x and TaO/AlO x RRAM with Self-Rectifying Switch Characteristics.

PubMed

Lin, Yu-De; Chen, Pang-Shiu; Lee, Heng-Yuan; Chen, Yu-Sheng; Rahaman, Sk Ziaur; Tsai, Kan-Hsueh; Hsu, Chien-Hua; Chen, Wei-Su; Wang, Pei-Hua; King, Ya-Chin; Lin, Chrong Jung

2017-12-01

A retention behavior model for self-rectifying TaO/HfO x - and TaO/AlO x -based resistive random-access memory (RRAM) is proposed. Trapping-type RRAM can have a high resistance state (HRS) and a low resistance state (LRS); the degradation in a LRS is usually more severe than that in a HRS, because the LRS during the SET process is limited by the internal resistor layer. However, if TaO/AlO x elements are stacked in layers, the LRS retention can be improved. The LRS retention time estimated by extrapolation method is more than 5 years at room temperature. Both TaO/HfO x - and TaO/AlO x -based RRAM structures have the same capping layer of TaO, and the activation energy levels of both types of structures are 0.38 eV. Moreover, the additional AlO x switching layer of a TaO/AlO x structure creates a higher O diffusion barrier that can substantially enhance retention, and the TaO/AlO x structure also shows a quite stable LRS under biased conditions.

77 FR 54931 - Notice of Determinations Regarding Eligibility To Apply for Worker Adjustment Assistance

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-06

... regarding eligibility to apply for trade adjustment assistance for workers by (TA-W) number issued during... increased; (D) Imports of articles like or directly competitive with articles which are produced directly... 222(a)(2)(A) (increased imports) of the Trade Act have been met. TA-W number Subject firm Location...

Resonances in odd-odd 182Ta

NASA Astrophysics Data System (ADS)

Brits, C. P.; Wiedeking, M.; Bello Garrote, F. L.; Bleuel, D. L.; Giacoppo, F.; Görgen, A.; Guttormsen, M.; Hadynska-Klek, K.; Hagen, T. W.; Ingeberg, V. W.; Kheswa, B. V.; Klintefjord, M.; Larsen, A. C.; Malatji, K. L.; Nyhus, H. T.; Papka, P.; Renstrøm, T.; Rose, S.; Sahin, E.; Siem, S.; Tveten, G. M.; Zeiser, F.

2017-09-01

Enhanced γ-decay on the tail of the giant electric dipole resonance, such as the scissors or pygmy resonances, can have significant impact on (n,γ) reaction rates. These rates are important input for modeling processes that take place in astrophysical environments and nuclear reactors. Recent results from the University of Oslo indicate the existence of a significant enhancement in the photon strength function for nuclei in the actinide region due to the scissors resonance. Further, the M1 strength distribution of the scissors resonances in rare earth nuclei has been studied extensively over the years. To investigate the evolution and persistence of the scissor resonance in other mass regions, an experiment was performed utilizing the NaI(Tl) γ-ray detector array (CACTUS) and silicon particle telescopes (SiRi) at the University of Oslo Cyclotron laboratory. Particle-γ coincidences from the 181Ta(d,p)182Ta and 181Ta(d,d')181Ta reactions were used to measure the nuclear level density and photon strength function of the well-deformed 181Ta and 182Ta systems, to investigate the existence of resonances below the neutron separation energy. Note to the reader: the title of this article has been corrected on September 19, 2017.

The role of technical assistance in the replication of effective HIV interventions.

PubMed

O'Donnell, L; Scattergood, P; Adler, M; Doval, A S; Barker, M; Kelly, J A; Kegeles, S M; Rebchook, G M; Adams, J; Terry, M A; Neumann, M S

2000-01-01

This article examines the role of technical assistance (TA) in supporting the replication of proven HIV interventions. A case study of the replication of the VOICES/VOCES intervention elucidates the level and types of TA provided to support new users through the adoption process. TA included help in garnering administrative support, identifying target audiences, recruiting groups for sessions, maintaining fidelity to the intervention's core elements, tailoring the intervention to meet clients' needs, strengthening staff members' facilitation skills, troubleshooting challenges, and devising strategies to sustain the intervention. Two to four hours per month of TA were provided to each agency adopting the intervention, at an estimated monthly cost of $206 to $412. Findings illustrate how TA supports replication by establishing a conversation between the researcher TA providers experienced with the intervention and new users. This communication helps preserve key program elements and contributes to ongoing refinement of the intervention.

Peripheral venous catheter insertion simulation training: A randomized controlled trial comparing performance after instructor-led teaching versus peer-assisted learning.

PubMed

Pelloux, Sophie; Grégoire, Arnaud; Kirmizigul, Patrice; Maillot, Sandrine; Bui-Xuan, Bernard; Llorca, Guy; Boet, Sylvain; Lehot, Jean-Jacques; Rimmelé, Thomas

2017-12-01

Peripheral venous catheter insertion is a procedural skill that every medical student should master. Training is often limited to a small number of students and is poorly evaluated. The objective of this study was to evaluate the performance of peer-assisted learning in comparison to instructor-led teaching for peripheral venous catheter insertion training. Students were randomized to the control group attending a traditional instructor-led training session (slideshow and demonstration by an anesthetist instructor, followed by training on a procedural simulator) or to the test group attending a peer-assisted training session (slideshow and demonstration video-recorded by the same instructor, followed by training on a procedural simulator). The primary endpoint was the performance of peripheral venous catheter insertion, assessed on procedural simulator one week later by blinded experts using a standardized 20-item grid. Students self-evaluated their confidence levels using a numeric 10-point scale. Eighty-six students were included, 73 of whom attended the assessment session. The median performance score was 12/20 [8-15] in the instructor-led teaching group versus 13/20 [11-15] in the peer-assisted learning group (P=0.430). Confidence levels improved significantly after the assessment session and were significantly higher in the peer-assisted learning group (7.6/10 [7.0-8.0] versus 7.0/10 [5.0-8.0], P=0.026). Peer-assisted learning is effective for peripheral venous catheter insertion training and can be as effective as instructor-led teaching. Given the large number of students to train, this finding is important for optimizing the cost-effectiveness of peripheral venous catheter insertion training. Copyright © 2017 Société française d’anesthésie et de réanimation (Sfar). Published by Elsevier Masson SAS. All rights reserved.

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches.

PubMed

Schussler, Elisabeth E; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

2015-01-01

The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. © 2015 E. E. Schussler et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

SWIFT Differentiated Technical Assistance. White Paper

ERIC Educational Resources Information Center

McCart, Amy; McSheehan, Michael; Sailor, Wayne; Mitchiner, Melinda; Quirk, Carol

2016-01-01

The Schoolwide Integrated Framework for Transformation (SWIFT) employs six technical assistance (TA) practices that support an initial transformation process while simultaneously building system capacity to sustain and scale up equity-based inclusion in additional schools and districts over time. This paper explains these individual practices and…

"They Call Me Wonder Woman": The Job Jurisdictions and Work-Related Learning of Higher Level Teaching Assistants

ERIC Educational Resources Information Center

Hancock, Roger; Hall, Thelma; Cable, Carrie; Eyres, Ian

2010-01-01

This paper reports on an in-depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs' individual job jurisdictions are described and discussed as are…

'Peacekeepers' and 'Machine Factories': Tracing Graduate Teaching Assistant Subjectivity in a Neoliberalised University

ERIC Educational Resources Information Center

Raaper, Rille

2018-01-01

Guided by a Foucauldian theorisation, this article explores Graduate Teaching Assistant (GTA) experiences of their work and subjectivity in a neoliberalised higher education environment. By drawing on a research project with GTAs from one UK university, the article argues that GTA work is increasingly shaped by neoliberal reforms. The GTAs…

Effectiveness of video-assisted teaching program on safety measures followed by the employees working in the silica-based industry in Puducherry, India.

PubMed

Nanthini, Thiruvengadam; Karunagari, Karaline

2016-01-01

Employees constitute a large and important sector of the world's population. The global labor force is about 2,600 million and 75% of this force is working in developing countries. Occupational health and safety (OHS) must be managed in every aspect of their work. Occupational safety and health (OSH), also commonly referred to as OHS or workplace health and safety (WHS) is an area concerned with the safety, health, and welfare of people engaged in any employment. The goal of OSH is to foster a safe and healthy work environment. The aim of this study is to evaluate the effectiveness of video-assisted teaching program on safety measures. A total of 105 employees were selected from M/s ACE Glass Containers Ltd. at Puducherry, India using the convenience sampling technique. Pretest was conducted using a self-administered questionnaire. Subsequent video-assisted teaching was conducted by the investigator after which posttest was conducted. Video-assisted teaching program was found to be effective in improving the knowledge, attitude, and practice of the subjects. Periodical reorientation on safety measures are needed for all the employees as it is essential for promoting the well-being of employees working in any industry.

Epistemological Separation of Research and Teaching among Graduate Teaching Assistants

ERIC Educational Resources Information Center

Kinchin, Ian Miles; Hatzipanagos, Stylianos; Turner, Nancy

2009-01-01

Development of a more scholarly approach to teaching at university may expose the novice university teacher to an apparent conflict in belief systems about teaching and learning (i.e. epistemological beliefs). Educational research is explicit in its recognition of a constructivist framework, whilst other academic research is often embedded more…

Technical Assistance Model for Long-Term Systems Change: Three State Examples

ERIC Educational Resources Information Center

Kasprzak, Christina; Hurth, Joicey; Lucas, Anne; Marshall, Jacqueline; Terrell, Adriane; Jones, Elizabeth

2010-01-01

The National Early Childhood Technical Assistance Center (NECTAC) Technical Assistance (TA) Model for Long-Term Systems Change (LTSC) is grounded in conceptual frameworks in the literature on systems change and systems thinking. The NECTAC conceptual framework uses a logic model approach to change developed specifically for states' infant and…

75 FR 43564 - TA-W-71,483, Continental Airlines, Inc., Reservations Division, Houston, TX; TA-W-71,483A...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-26

... DEPARTMENT OF LABOR Employment and Training Administration TA-W-71,483, Continental Airlines, Inc., Reservations Division, Houston, TX; TA-W-71,483A, Continental Airlines, Inc., Reservations Division, Tampa, FL; TA-W-71,483B, Continental Airlines, Inc., Reservations Division, Salt Lake City, UT; Notice of Negative Determination Regarding...

The Triticum aestivum non-specific lipid transfer protein (TaLtp) gene family: comparative promoter activity of six TaLtp genes in transgenic rice.

PubMed

Boutrot, Freddy; Meynard, Donaldo; Guiderdoni, Emmanuel; Joudrier, Philippe; Gautier, Marie-Françoise

2007-03-01

Plant non-specific lipid transfer proteins (nsLTPs) are encoded by a multigene family and support physiological functions, which remain unclear. We adapted an efficient ligation-mediated polymerase chain reaction (LM-PCR) procedure that enabled isolation of 22 novel Triticum aestivum nsLtp (TaLtp) genes encoding types 1 and 2 nsLTPs. A phylogenetic tree clustered the wheat nsLTPs into ten subfamilies comprising 1-7 members. We also studied the activity of four type 1 and two type 2 TaLtp gene promoters in transgenic rice using the 1-Glucuronidase reporter gene. The activities of the six promoters displayed both overlapping and distinct features in rice. In vegetative organs, these promoters were active in leaves and root vascular tissues while no beta-Glucuronidase (GUS) activity was detected in stems. In flowers, the GUS activity driven by the TaLtp7.2a, TaLtp9.1a, TaLtp9.2d, and TaLtp9.3e gene promoters was associated with vascular tissues in glumes and in the extremities of anther filaments whereas only the TaLtp9.4a gene promoter was active in anther epidermal cells. In developing grains, GUS activity and GUS immunolocalization data evidenced complex patterns of activity of the TaLtp7.1a, TaLtp9.2d, and TaLtp9.4a gene promoters in embryo scutellum and in the grain epicarp cell layer. In contrast, GUS activity driven by TaLtp7.2a, TaLtp9.1a, and TaLtp9.3e promoters was restricted to the vascular bundle of the embryo scutellum. This diversity of TaLtp gene promoter activity supports the hypothesis that the encoded TaLTPs possess distinct functions in planta.

Advanced transportation system studies technical area 2 (TA-2): Heavy lift launch vehicle development. volume 3; Program Cost estimates

NASA Technical Reports Server (NTRS)

McCurry, J. B.

1995-01-01

The purpose of the TA-2 contract was to provide advanced launch vehicle concept definition and analysis to assist NASA in the identification of future launch vehicle requirements. Contracted analysis activities included vehicle sizing and performance analysis, subsystem concept definition, propulsion subsystem definition (foreign and domestic), ground operations and facilities analysis, and life cycle cost estimation. The basic period of performance of the TA-2 contract was from May 1992 through May 1993. No-cost extensions were exercised on the contract from June 1993 through July 1995. This document is part of the final report for the TA-2 contract. The final report consists of three volumes: Volume 1 is the Executive Summary, Volume 2 is Technical Results, and Volume 3 is Program Cost Estimates. The document-at-hand, Volume 3, provides a work breakdown structure dictionary, user's guide for the parametric life cycle cost estimation tool, and final report developed by ECON, Inc., under subcontract to Lockheed Martin on TA-2 for the analysis of heavy lift launch vehicle concepts.

Advanced Transportation System Studies Technical Area 2 (TA-2) Heavy Lift Launch Vehicle Development Contract. Volume 2; Technical Results

NASA Technical Reports Server (NTRS)

1995-01-01

The purpose of the Advanced Transportation System Studies (ATSS) Technical Area 2 (TA-2) Heavy Lift Launch Vehicle Development contract was to provide advanced launch vehicle concept definition and analysis to assist NASA in the identification of future launch vehicle requirements. Contracted analysis activities included vehicle sizing and performance analysis, subsystem concept definition, propulsion subsystem definition (foreign and domestic), ground operations and facilities analysis, and life cycle cost estimation. This document is Volume 2 of the final report for the contract. It provides documentation of selected technical results from various TA-2 analysis activities, including a detailed narrative description of the SSTO concept assessment results, a user's guide for the associated SSTO sizing tools, an SSTO turnaround assessment report, an executive summary of the ground operations assessments performed during the first year of the contract, a configuration-independent vehicle health management system requirements report, a copy of all major TA-2 contract presentations, a copy of the FLO launch vehicle final report, and references to Pratt & Whitney's TA-2 sponsored final reports regarding the identification of Russian main propulsion technologies.

Alignment of TAs' beliefs with practice and student perception

NASA Astrophysics Data System (ADS)

Chini, Jacquelyn J.; Al-Rawi, Ahlam

2013-01-01

Graduate teaching assistants (TAs) play an important role in introductory physics courses, particularly in large enrollment courses where the TA may be viewed as more approachable and accessible than the lecture instructor. Thus, while TAs may still be in the process of developing their views on teaching physics, their practices directly influence a large number of introductory students. As the first steps in reforming our introductory courses and TA training program, we collected multiple types of data on TAs teaching in traditional algebra-based physics laboratories. Drawing on prior work on TAs' pedagogical knowledge, we explore how the beliefs expressed by TAs in interviews align with their practices during a laboratory video-taped mid-semester. Additionally, we explore how both the TAs' expressed beliefs and practices align with students' responses to an end-of-semester TA evaluation survey.

Computer assisted analysis of research-based teaching method in English newspaper reading teaching

NASA Astrophysics Data System (ADS)

Jie, Zheng

2017-06-01

In recent years, the teaching of English newspaper reading has been developing rapidly. However, the teaching effect of the existing course is not ideal. The paper tries to apply the research-based teaching model to English newspaper reading teaching, investigates the current situation in higher vocational colleges, and analyzes the problems. It designs a teaching model of English newspaper reading and carries out the empirical research conducted by computers. The results show that the teaching mode can use knowledge and ability to stimulate learners interest and comprehensively improve their ability to read newspapers.

Strengthening STEM performance and persistence: Influence of undergraduate teaching assistants on entry-level STEM students

NASA Astrophysics Data System (ADS)

Philipp, Stephanie B.

Increasing retention of students in science, technology, engineering, or mathematics (STEM) programs of study is a priority for many colleges and universities. This study examines an undergraduate teaching assistant (UTA) program implemented in a general chemistry course for STEM majors to provide peer learning assistance to entrylevel students. This study measured the content knowledge growth of UTAs compared to traditional graduate teaching assistants (GTAs) over the semester, and described the development of peer learning assistance skills of the UTAs as an outcome of semesterlong training and support from both science education and STEM faculty. Impact of the UTA program on final exam grades, persistence of students to enroll in the next chemistry course required by their intended major, and STEM identity of students were estimated. The study sample comprised 284 students in 14 general chemistry recitation sections led by six UTAs and 310 students in 15 general chemistry recitation sections led by three traditional GTAs for comparison. Results suggested that both UTAs and GTAs made significant learning gains in general chemistry content knowledge, and there was no significant difference in content knowledge between UTA and GTA groups. Student evaluations, researcher observations, and chemistry faculty comments confirm UTAs were using the learning strategies discussed in the semester-long training program. UTA-led students rated their TAs significantly higher in teaching quality and student care and encouragement, which correlated with stronger STEM recognition by those students. The results of hierarchical linear model (HLM) analysis showed little variance in final exam grades explained by section-level variables; most variance was explained by student-level variables: mathematics ACT score, college GPA, and intention to enroll in the next general chemistry course. Students having higher college GPAs were helped more by having a UTA. Results from logistic

Pre-Test Analysis Predictions for the Shell Buckling Knockdown Factor Checkout Tests - TA01 and TA02

NASA Technical Reports Server (NTRS)

Thornburgh, Robert P.; Hilburger, Mark W.

2011-01-01

This report summarizes the pre-test analysis predictions for the SBKF-P2-CYL-TA01 and SBKF-P2-CYL-TA02 shell buckling tests conducted at the Marshall Space Flight Center (MSFC) in support of the Shell Buckling Knockdown Factor (SBKF) Project, NASA Engineering and Safety Center (NESC) Assessment. The test article (TA) is an 8-foot-diameter aluminum-lithium (Al-Li) orthogrid cylindrical shell with similar design features as that of the proposed Ares-I and Ares-V barrel structures. In support of the testing effort, detailed structural analyses were conducted and the results were used to monitor the behavior of the TA during the testing. A summary of predicted results for each of the five load sequences is presented herein.

Thermally-assisted optically stimulated luminescence from deep electron traps in α-Al2O3:C,Mg

NASA Astrophysics Data System (ADS)

Kalita, J. M.; Chithambo, M. L.; Polymeris, G. S.

2017-07-01

We report thermally-assisted optically stimulated luminescence (TA-OSL) in α-Al2O3:C,Mg. The OSL was measured at elevated temperatures between 50 and 240 °C from a sample preheated to 500 °C after irradiation to 100 Gy. That OSL could be measured even after the preheating is direct evidence of the existence of deep electron traps in α-Al2O3:C,Mg. The TA-OSL intensity goes through a peak with measurement temperature. The initial increase is ascribed to thermal assistance to optical stimulation whereas the subsequent decrease in intensity is deduced to reflect increasing incidences of non-radiative recombination, that is, thermal quenching. The activation energy for thermal assistance corresponding to a deep electron trap was estimated as 0.667 ± 0.006 eV whereas the activation energy for thermal quenching was calculated as 0.90 ± 0.04 eV. The intensity of the TA-OSL was also found to increase with irradiation dose. The dose response is sublinear from 25 to 150 Gy but saturates with further increase of dose. The TA-OSL dose response has been discussed by considering the competition for charges at the deep traps. This study incidentally shows that TA-OSL can be effectively used in dosimetry involving large doses.

Employing Microsoft Live@edu Cloud Platform to Assist in Teaching Chinese Reading for Junior High School Students

ERIC Educational Resources Information Center

Shih, Ru-Chu; Cho, Chia-Liang; Tsai, Chih-Cheng; Lou, Shi-Jer

2013-01-01

This study aimed to investigate junior high school students' learning attitudes and learning effectiveness through administering Microsoft Live@edu to assist in teaching Chinese reading. Quasi-experimental approach was used and a total of 63 eighth grade students were divided into the experimental group (N = 32) and control group (N = 31).…

[Change management: An analysis of actors; perceptions about technical assistance in the Democratic Republic of Congo].

PubMed

Ribesse, Nathalie; Iyeti, Alain; Macq, Jean

2015-01-01

Technical assistance (TA) is a common component of health system strengthening interventions. This type of intervention is too often designed and evaluated according to a logic that fails to take into account social complexity. Actors' perceptions are one element of this complexity. This article presents a study conducted in the Democratic Republic of Congo designed to identify perceptions concerning two types of technical support providers for health system strengthening: long-term technical assistants (agents of development agencies) and provincial technical advisors (agents of the Ministry of Health). Interviews were conducted with an innovative tool inspired by the principles of systems thinking. Interviewees were actors involved in a TA intervention in the province of Bandundu. Their expectations regarding TA providers were identified in terms of personal characteristics (knowledge, know-how and interpersonal skills), roles, and styles of interaction for capacity building ("interventionist/ prescriptive axes"). Interviewees emphasized the importance of mutual learning and the quality of interactions, which depends on TA provider's interpersonal skills and mutual willingness. Perceptions of TA provider's characteristics tend to be similar, but several differences were observed concerning the expectations about the roles of TAs, and the style that should be adopted for capacity building. Ignoring these differences in expectations may be a threat to the effectiveness of TA.

TA-55 change control manual

DOE Office of Scientific and Technical Information (OSTI.GOV)

Blum, T.W.; Selvage, R.D.; Courtney, K.H.

This manual is the guide for initiating change at the Plutonium Facility, which handles the processing of plutonium as well as research on plutonium metallurgy. It describes the change and work control processes employed at TA-55 to ensure that all proposed changes are properly identified, reviewed, approved, implemented, tested, and documented so that operations are maintained within the approved safety envelope. All Laboratory groups, their contractors, and subcontractors doing work at TA-55 follow requirements set forth herein. This manual applies to all new and modified processes and experiments inside the TA-55 Plutonium Facility; general plant project (GPP) and line itemmore » funded construction projects at TA-55; temporary and permanent changes that directly or indirectly affect structures, systems, or components (SSCs) as described in the safety analysis, including Facility Control System (FCS) software; and major modifications to procedures. This manual does not apply to maintenance performed on process equipment or facility SSCs or the replacement of SSCs or equipment with documented approved equivalents.« less

Perceptions of the Barriers to Effective Inclusion in One Primary School: Voices of Teachers and Teaching Assistants

ERIC Educational Resources Information Center

Glazzard, Jonathan

2011-01-01

This study examined the barriers to inclusion in one primary school in the north of England. Qualitative data were collected from teachers and teaching assistants through the use of a focus group. The evidence suggested that practices within the school were varied and ranged from highly inclusive to highly exclusive. Some teachers worked in good…

The Paradox of Higher Vocational Education: The Teaching Assistant Game, the Pursuit of Capital and the Self

ERIC Educational Resources Information Center

Smith, Paul H.

2018-01-01

This article discusses the reasons offered by one group of paraprofessionals to explain their decision to study for a work-related higher education programme. It reports on an ethnographically inspired piece of research that aimed to capture the initial motives that a group of teaching assistants had for studying for a Foundation degree at a…

An Investigation into the Validity of the TOEFL iBT Speaking Test for International Teaching Assistant Certification

ERIC Educational Resources Information Center

Farnsworth, Timothy L.

2013-01-01

This study examined the construct validity of the TOEFL iBT Speaking subsection for the purposes of international teaching assistant (ITA) certification, a purpose for which it was not specifically designed. The factor structure of the new TOEFL was compared with that of another language performance test in use at a major American research…

Professional Development in International Schools; Issues of Inclusion Identified by a Group of International School Teaching Assistants

ERIC Educational Resources Information Center

Tarry, Estelle; Cox, Anna

2014-01-01

With the growth in numbers of teaching assistants (TAs) in the UK, it has been identified through research carried out on behalf of the Council of British International Schools (COBIS) research that TAs in British international schools have specific and unmet training needs. Following the development of a course for TAs in international contexts,…

Drought-responsive WRKY transcription factor genes TaWRKY1 and TaWRKY33 from wheat confer drought and/or heat resistance in Arabidopsis.

PubMed

He, Guan-Hua; Xu, Ji-Yuan; Wang, Yan-Xia; Liu, Jia-Ming; Li, Pan-Song; Chen, Ming; Ma, You-Zhi; Xu, Zhao-Shi

2016-05-23

Drought stress is one of the major causes of crop loss. WRKY transcription factors, as one of the largest transcription factor families, play important roles in regulation of many plant processes, including drought stress response. However, far less information is available on drought-responsive WRKY genes in wheat (Triticum aestivum L.), one of the three staple food crops. Forty eight putative drought-induced WRKY genes were identified from a comparison between de novo transcriptome sequencing data of wheat without or with drought treatment. TaWRKY1 and TaWRKY33 from WRKY Groups III and II, respectively, were selected for further investigation. Subcellular localization assays revealed that TaWRKY1 and TaWRKY33 were localized in the nuclei in wheat mesophyll protoplasts. Various abiotic stress-related cis-acting elements were observed in the promoters of TaWRKY1 and TaWRKY33. Quantitative real-time PCR (qRT-PCR) analysis showed that TaWRKY1 was slightly up-regulated by high-temperature and abscisic acid (ABA), and down-regulated by low-temperature. TaWRKY33 was involved in high responses to high-temperature, low-temperature, ABA and jasmonic acid methylester (MeJA). Overexpression of TaWRKY1 and TaWRKY33 activated several stress-related downstream genes, increased germination rates, and promoted root growth in Arabidopsis under various stresses. TaWRKY33 transgenic Arabidopsis lines showed lower rates of water loss than TaWRKY1 transgenic Arabidopsis lines and wild type plants during dehydration. Most importantly, TaWRKY33 transgenic lines exhibited enhanced tolerance to heat stress. The functional roles highlight the importance of WRKYs in stress response.

Scaling of anomalous Hall effect in Ta/CoFeB/MgAl2O4/Ta multilayers

NASA Astrophysics Data System (ADS)

Wu, Yong; Zhang, Qimeng; Meng, Kangkang; Chen, Jikun; Xu, Xiaoguang; Miao, Jun; Jiang, Yong

2017-06-01

The anomalous Hall effect (AHE) is studied in Ta/CoFeB/MgAl2O4/Ta multilayers with different thicknesses of MgAl2O4 (t), which causes in-plane magnetic anisotropy (IMA) for t = 1.0 nm and perpendicular magnetic anisotropy (PMA) for t ≥ 1.2 nm. Conventional scaling was demonstrated to be not inadequate in our case. The origin of the AHE in Ta/CoFeB/MgAl2O4/Ta multilayers is mainly an extrinsic mechanism. The contribution of skew scattering (SS) is unneglectable, and both the SS and side jump are enhanced when the magnetic anisotropy changes from IMA to PMA, indicating that the oxidation at the interface of CoFeB/MgAl2O4 has a dominant influence on the AHE.

Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: a randomized control trial.

PubMed

Jenkins, Sasha; Goel, Ruchika; Morrell, Dean S

2008-08-01

The effectiveness of computer-assisted instruction is unproven. To evaluate the effectiveness of an online computerized dermatology module compared to traditional lecture-based teaching to medical students. Medical students were randomized to two groups. Group 1 of 37 students had access to a computer-based dermatology tutorial. Group 2 of 36 students attended a lecture on skin morphology, identical to the tutorial, given by a dermatology faculty member. The main outcome was the total number of correct answers on a multiple-choice morphologic terminology final examination. The mean number of questions answered correctly was 16.14 and 14.89 for group 1 and group 2, respectively. Unpaired statistical t tests showed the difference in mean scores between the two groups to be 1.25 (95% confidence interval: -0.70 to 3.20, p value = .20). The study was small, with a small amount of material, and was brief in duration. Within the limits of our study, computer-assisted instruction is at least as effective as traditional lecture teaching of dermatology morphology to medical students.

Two transcription factors TaPpm1 and TaPpb1 co-regulate anthocyanin biosynthesis in purple pericarps of wheat

PubMed Central

Jiang, Wenhui; Liu, Tianxiang; Nan, Wenzhi; Jeewani, Diddugodage Chamila; Niu, Yanlu; Li, Chunlian; Shi, Xue; Wang, Cong; Wang, Jiahuan; Li, Yang; Wang, Zhonghua

2018-01-01

Abstract Purple pericarps of bread wheat (Triticum aestivum L.) are a useful source of dietary anthocyanins. Previous mapping results indicated that the purple pericarp trait is controlled by two complementary genes located on chromosomes 7D and 2A. However, the identity of the genes and the mechanisms by which they regulate the trait are unknown. In this study, two transcription factors were characterised as anthocyanin activators in purple pericarps: TaPpm1 (purple pericarp-MYB 1) and TaPpb1 (purple pericarp-bHLH 1). Three non-functional variants were detected in the coding sequence of TaPpm1 from non-purple seed lines, in which the function of TaPpm1 was destroyed either by insertion-induced frame shifts or truncated peptides. There were six 261-bp tandem repeats in the promoter region of TaPpb1 in the purple-grained varieties, while there was only one repeat unit present in the non-purple varieties. Furthermore, using yeast two-hybrid, dual luciferase, yeast one-hybrid, and transient assays, we were able to demonstrate that the interaction of TaPpm1 and TaPpb1 co-regulates the synthesis of anthocyanin. Overall, our results provide a better understanding of the molecular basis of anthocyanin synthesis in the wheat pericarp and indicate the existence of an integrated regulatory mechanism that controls production. PMID:29562292

The Wheat Mediator Subunit TaMED25 Interacts with the Transcription Factor TaEIL1 to Negatively Regulate Disease Resistance against Powdery Mildew.

PubMed

Liu, Jie; Zhang, Tianren; Jia, Jizeng; Sun, Jiaqiang

2016-03-01

Powdery mildew, caused by the biotrophic fungal pathogen Blumeria graminis f. sp. tritici, is a major limitation for the production of bread wheat (Triticum aestivum). However, to date, the transcriptional regulation of bread wheat defense against powdery mildew remains largely unknown. Here, we report the function and molecular mechanism of the bread wheat Mediator subunit 25 (TaMED25) in regulating the bread wheat immune response signaling pathway. Three homoalleles of TaMED25 from bread wheat were identified and mapped to chromosomes 5A, 5B, and 5D, respectively. We show that knockdown of TaMED25 by barley stripe mosaic virus-induced gene silencing reduced bread wheat susceptibility to the powdery mildew fungus during the compatible plant-pathogen interaction. Moreover, our results indicate that MED25 may play a conserved role in regulating bread wheat and barley (Hordeum vulgare) susceptibility to powdery mildew. Similarly, bread wheat ETHYLENE INSENSITIVE3-LIKE1 (TaEIL1), an ortholog of Arabidopsis (Arabidopsis thaliana) ETHYLENE INSENSITIVE3, negatively regulates bread wheat resistance against powdery mildew. Using various approaches, we demonstrate that the conserved activator-interacting domain of TaMED25 interacts physically with the separate amino- and carboxyl-terminal regions of TaEIL1, contributing to the transcriptional activation activity of TaEIL1. Furthermore, we show that TaMED25 and TaEIL1 synergistically activate ETHYLENE RESPONSE FACTOR1 (TaERF1) transcription to modulate bread wheat basal disease resistance to B. graminis f. sp. tritici by repressing the expression of pathogenesis-related genes and deterring the accumulation of reactive oxygen species. Collectively, we identify the TaMED25-TaEIL1-TaERF1 signaling module as a negative regulator of bread wheat resistance to powdery mildew. © 2016 American Society of Plant Biologists. All Rights Reserved.

Effectiveness of video-assisted teaching program on safety measures followed by the employees working in the silica-based industry in Puducherry, India

PubMed Central

Nanthini, Thiruvengadam; Karunagari, Karaline

2016-01-01

Introduction: Employees constitute a large and important sector of the world's population. The global labor force is about 2,600 million and 75% of this force is working in developing countries. Occupational health and safety (OHS) must be managed in every aspect of their work. Occupational safety and health (OSH), also commonly referred to as OHS or workplace health and safety (WHS) is an area concerned with the safety, health, and welfare of people engaged in any employment. The goal of OSH is to foster a safe and healthy work environment. The aim of this study is to evaluate the effectiveness of video-assisted teaching program on safety measures. Materials and Methods: A total of 105 employees were selected from M/s ACE Glass Containers Ltd. at Puducherry, India using the convenience sampling technique. Pretest was conducted using a self-administered questionnaire. Subsequent video-assisted teaching was conducted by the investigator after which posttest was conducted. Results and Conclusion: Video-assisted teaching program was found to be effective in improving the knowledge, attitude, and practice of the subjects. Periodical reorientation on safety measures are needed for all the employees as it is essential for promoting the well-being of employees working in any industry. PMID:27390477

Supporting an emerging workforce: characteristics of rural and remote therapy assistants in Western Australia.

PubMed

Lin, Ivan; Goodale, Belinda; Villanueva, Karen; Spitz, Suzanne

2007-10-01

Multidisciplinary therapy assistants (TAs) are an emerging but poorly understood rural and remote allied health workforce. As an aid to planning and support of TA programs in rural and remote Western Australia (WA), the number, locality and a range of practice variables of rural and remote TAs in WA were determined. Survey questionnaire. Rural and remote regions of WA. Allied health professionals, TAs, TA coordinators and managers of allied health in country regions of WA. Information was gathered on TA location, qualifications, employing organisation, allied health disciplines TAs work with, supervision practices, role and work scenarios. Ninety-eight TAs were identified in rural and remote WA with a further 23 vacant TA positions. Most TAs work across multiple allied health disciplines, half are located at a distance to their supervisors, and very few have a recognised qualification for their TA work. A substantial rural and remote TA workforce was found. A range of TA characteristics were identified that have considerable relevance to the future planning of TA initiatives in rural and remote WA.

Enhancing the capacity of substance abuse prevention coalitions through training and technical assistance.

PubMed

Watson-Thompson, Jomella; Woods, Nikki Keene; Schober, Daniel J; Schultz, Jerry A

2013-01-01

Community capacity may be enhanced through intermediary supports that provide training and technical assistance (TA). This study used a randomized pre/posttest design to assess the impact of training and TA on coalition capacity. Seven community coalitions from the Midwest participated in the 2-year study, which included 36 hours of training, followed by monthly TA calls to support action planning implementation for prioritized processes. Collaborative processes most commonly identified as high-need areas for TA were Developing Organizational Structure, Documenting Progress, Making Outcomes Matter, and Sustaining the Work. Based on a coalition survey, the average change for processes prioritized through TA across all seven coalitions was .27 (SD = .29), while the average change for non-prioritized processes was .09 (SD = .20) (t(6) = 4.86, p = .003, d = 1.84). The findings from this study suggest that TA can increase coalition capacity for implementing collaborative processes using a participatory approach.

Effectiveness of the use of question-driven levels of inquiry based instruction (QD-LOIBI) assisted visual multimedia supported teaching material on enhancing scientific explanation ability senior high school students

NASA Astrophysics Data System (ADS)

Suhandi, A.; Muslim; Samsudin, A.; Hermita, N.; Supriyatman

2018-05-01

In this study, the effectiveness of the use of Question-Driven Levels of Inquiry Based Instruction (QD-LOIBI) assisted visual multimedia supported teaching materials on enhancing senior high school students scientific explanation ability has been studied. QD-LOIBI was designed by following five-levels of inquiry proposed by Wenning. Visual multimedia used in teaching materials included image (photo), virtual simulation and video phenomena. QD-LOIBI assisted teaching materials supported by visual multimedia were tried out on senior high school students at one high school in one district in West Java. A quasi-experiment method with design one experiment group (n = 31) and one control group (n = 32) were used. Experimental group were given QD-LOIBI assisted teaching material supported by visual multimedia, whereas the control group were given QD-LOIBI assisted teaching materials not supported visual multimedia. Data on the ability of scientific explanation in both groups were collected by scientific explanation ability test in essay form concerning kinetic gas theory concept. The results showed that the number of students in the experimental class that has increased the category and quality of scientific explanation is greater than in the control class. These results indicate that the use of multimedia supported instructional materials developed for implementation of QD-LOIBI can improve students’ ability to provide explanations supported by scientific evidence gained from practicum activities and applicable concepts, laws, principles or theories.

Structural and electronic investigations of PbTa4O11 and BiTa7O19 constructed from α-U3O8 types of layers

NASA Astrophysics Data System (ADS)

Boltersdorf, Jonathan; Maggard, Paul A.

2015-09-01

The PbTa4O11 and BiTa7O19 phases were prepared by ion-exchange and solid-state methods, respectively, and their structures were characterized by neutron time-of-flight diffraction and Rietveld refinement methods (PbTa4O11, R 3 (No. 146), a=6.23700(2) Å, c=36.8613(1) Å; BiTa7O19, P 6 bar c 2 (No. 188), a=6.2197(2) Å, c=20.02981(9) Å). Their structures are comprised of layers of TaO6 octahedra surrounded by three 7-coordinate Pb(II) cations or two 8-coordinate Bi(III) cations. These layers alternate down the c-axis with α-U3O8 types of single and double TaO7 pentagonal bipyramid layers. In contrast to earlier studies, both phases are found to crystallize in noncentrosymmetric structures. Symmetry-lowering structural distortions within PbTa4O11, i.e. R 3 bar c →R3, are found to be a result of the displacement of the Ta atoms within the TaO7 and TaO6 polyhedra, towards the apical and facial oxygen atoms, respectively. In BiTa7O19, relatively lower reaction temperatures leads to an ordering of the Bi/Ta cations within a lower-symmetry structure, i.e., P63/mcm→ P 6 bar c 2 . In the absence of Bi/Ta site disorder, the Ta-O-Ta bond angles decrease and the Ta-O bond distances increase within the TaO7 double layers. Scanning electron microscopy images reveal two particle morphologies for PbTa4O11, hexagonal rods and finer irregularly-shaped particles, while BiTa7O19 forms as aggregates of irregularly-shaped particles. Electronic-structure calculations confirm the highest-energy valence band states are comprised of O 2p-orbitals and the respective Pb 6s-orbital and Bi 6s-orbital contributions. The lowest-energy conduction band states are composed of Ta 5d-orbital contributions that are delocalized over the TaO6 octahedra and layers of TaO7 pentagonal bipyramids. The symmetry-lowering distortions in the PbTa4O11 structure, and the resulting effects on its electronic structure, lead to its relatively higher photocatalytic activity compared to similar structures without

More than Sanctions: Closing Achievement Gaps through California's Use of Intensive Technical Assistance

ERIC Educational Resources Information Center

Strunk, Katharine O.; McEachin, Andrew

2014-01-01

One of the enduring problems in education is the persistence of achievement gaps between White, wealthy, native English-speaking students and their counterparts who are minority, lower-income, or English language learners. This study shows that one intensive technical assistance (TA) intervention--California's District Assistance and Intervention…

Structure and Electrical Conductivity of AgTaS 3

NASA Astrophysics Data System (ADS)

Kim, Changkeun; Yun, Hoseop; Lee, Youngju; Shin, Heekyoon; Liou, Kwangkyoung

1997-09-01

Single crystals of the compound AgTaS 3have been prepared through reactions of the elements with halide mixtures. The structure of AgTaS 3has been analyzed by single-crystal X-ray diffraction methods. AgTaS 3crystallizes in the space group D172h- Cmcmof the orthorhombic system with four formula units in a cell of dimensions a=3.378(2), b=14.070(5), c=7.756(3) Å. The structure of AgTaS 3consists of two-dimensional 2∞[TaS -3] layers separated by Ag +cations. The layer is composed of Ta-centered bicapped trigonal prisms stacked on top of each other by sharing triangular faces. These chains are linked to form the infinite two-dimensional 2∞[TaS -3] slabs. These layers are held together through van der Waals interactions, and Ag +ions reside in the distorted octahedral sites between the layers. The temperature dependence of the electrical conductivity along the needle axis of AgTaS 3shows the typical behavior of an extrinsic semiconductor.

Influences of the residual argon gas and thermal annealing on Ta2O5 and SiO2 thin film filters

NASA Astrophysics Data System (ADS)

Liu, Wen-Jen; Chen, Chih-Min; Lai, Yin-Chieh

2005-04-01

Ion beam assisted deposition (IBAD) technique had widely used for improving stacking density and atomic mobility of thin films in many applications, especially adopted in optical film industries. Tantalum pentaoxide (Ta2O5) and silicon oxides (SiO2) optical thin films were deposited on the quartz glass substrate by using argon ion beam assisted deposition, and the influences of the residual argon gas and thermal annealing processes on the optical property, stress, compositional and microstructure evolution of the thin films were investigated in this study. Ta2O5 thin films were analyzed by XPS indicated that the ratio value of oxygen to tantalum was insufficient, at the same time, the residual argon gas in the thin films might result in film and device instabilities. Adopting oxygen-thermal annealing treatment at the temperature of 425°C, the thin films not only decreased the residual argon gas and the surface roughness, but also provided the sufficient stoichiometric ratio. Simultaneously, microstructure examination indicated few nano-crystallized structures and voids existed in Ta2O5 thin films, and possessed reasonable refractive index and lower extinction coefficient. By the way, we also suggested the IBAD system using the film compositional gas ion beam to replace the argon ion beam for assisting deposited optical films. The designed (HL)6H6LH(LH)6 multi-layers indicated higher insertion loss than the designed (HL)68H(LH)6 multi-layers. Therefore, using the high refractive index as spacer material represented lower insertion loss.

"Chalepa Ta Kala," "Fine Things Are Difficult": Socrates' Insights into the Psychology of Teaching and Learning

ERIC Educational Resources Information Center

Mintz, Avi I.

2010-01-01

The proverb "chalepa ta kala" ("fine things are difficult") is invoked in three dialogues in the Platonic corpus: "Hippias Major," "Cratylus" and "Republic." In this paper, I argue that the context in which the proverb arises reveals Socrates' considerable pedagogical dexterity as he uses the proverb to rebuke his interlocutor in one dialogue but…

The Application of Web-based Computer-assisted Instruction Courseware within Health Assessment

NASA Astrophysics Data System (ADS)

Xiuyan, Guo

Health assessment is a clinical nursing course and places emphasis on clinical skills. The application of computer-assisted instruction in the field of nursing teaching solved the problems in the traditional lecture class. This article stated teaching experience of web-based computer-assisted instruction, based upon a two-year study of computer-assisted instruction courseware use within the course health assessment. The computer-assisted instruction courseware could develop teaching structure, simulate clinical situations, create teaching situations and facilitate students study.

The Wheat Mediator Subunit TaMED25 Interacts with the Transcription Factor TaEIL1 to Negatively Regulate Disease Resistance against Powdery Mildew1

PubMed Central

Zhang, Tianren; Jia, Jizeng; Sun, Jiaqiang

2016-01-01

Powdery mildew, caused by the biotrophic fungal pathogen Blumeria graminis f. sp. tritici, is a major limitation for the production of bread wheat (Triticum aestivum). However, to date, the transcriptional regulation of bread wheat defense against powdery mildew remains largely unknown. Here, we report the function and molecular mechanism of the bread wheat Mediator subunit 25 (TaMED25) in regulating the bread wheat immune response signaling pathway. Three homoalleles of TaMED25 from bread wheat were identified and mapped to chromosomes 5A, 5B, and 5D, respectively. We show that knockdown of TaMED25 by barley stripe mosaic virus-induced gene silencing reduced bread wheat susceptibility to the powdery mildew fungus during the compatible plant-pathogen interaction. Moreover, our results indicate that MED25 may play a conserved role in regulating bread wheat and barley (Hordeum vulgare) susceptibility to powdery mildew. Similarly, bread wheat ETHYLENE INSENSITIVE3-LIKE1 (TaEIL1), an ortholog of Arabidopsis (Arabidopsis thaliana) ETHYLENE INSENSITIVE3, negatively regulates bread wheat resistance against powdery mildew. Using various approaches, we demonstrate that the conserved activator-interacting domain of TaMED25 interacts physically with the separate amino- and carboxyl-terminal regions of TaEIL1, contributing to the transcriptional activation activity of TaEIL1. Furthermore, we show that TaMED25 and TaEIL1 synergistically activate ETHYLENE RESPONSE FACTOR1 (TaERF1) transcription to modulate bread wheat basal disease resistance to B. graminis f. sp. tritici by repressing the expression of pathogenesis-related genes and deterring the accumulation of reactive oxygen species. Collectively, we identify the TaMED25-TaEIL1-TaERF1 signaling module as a negative regulator of bread wheat resistance to powdery mildew. PMID:26813794

Effectiveness of Using Computer-Assisted Supplementary Instruction for Teaching the Mole Concept

NASA Astrophysics Data System (ADS)

Yalçinalp, Serpil; Geban, Ömer; Özkan, Ilker

This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.Received: 26 April 1994; Revised: 6 April 1995;

TaFlo2-A1, an ortholog of rice Flo2, is associated with thousand grain weight in bread wheat (Triticum aestivum L.).

PubMed

Sajjad, Muhammad; Ma, Xiaoling; Habibullah Khan, Sultan; Shoaib, Muhammad; Song, Yanhong; Yang, Wenlong; Zhang, Aimin; Liu, Dongcheng

2017-10-16

The Flo2 gene is a member of a conserved gene family in plants. This gene has been found to be related to thousand grain weight (TGW) in rice. Its orthologs in hexaploid wheat were cloned, and the haplotype variation in TaFlo2-A1 was tested for association with TGW. The cloned sequences of TaFlo2-A1, TaFlo2-B1 and TaFlo2-D1 contained 23, 23 and 24 exons, respectively. The deduced proteins of TaFlo2-A1 (1734 aa), TaFlo2-B1 (1698 aa) and TaFlo2-D1 (1682 aa) were highly similar (>94%) and exhibited >77% similarity with the rice FLO2 protein. Like the rice FLO2 protein, four tetratricopeptide repeat (TPR) motifs were observed in the deduced TaFLO2 protein. An 8-bp InDel (-10 to -17 bp) in the promoter region and five SNPs in first intron of TaFlo2-A1 together formed two haplotypes, TaFlo2-A1a and TaFlo2-A1b, in bread wheat. TaFlo2 was located on homeologous group 2 chromosomes. TaFlo2-A1 was inferred to be located on deletion bin '2AL1-0.85-1.00'. The TaFlo2-A1 haplotypes were characterized in the Chinese Micro Core Collection (MCC) and Pakistani wheat collection using the molecular marker TaFlo2-Indel8. TaFlo2-A1 was found to be associated with TGW but not with grain number per spike (GpS) in both the MCC and Pakistani wheat collections. The frequency of TaFlo2-A1b (positive haplotype) was low in commercial wheat cultivars; thus this haplotype can be selected to improve grain weight without negatively affecting GpS. The expression level of TaFlo2-A1 in developing grains at 5 DAF (days after flowering) was positively correlated with TGW in cultivars carrying the positive haplotype. This study will likely lead to additional investigations to understand the regulatory mechanism of the Flo2 gene in hexaploid wheat. Furthermore, the newly developed molecular marker 'TaFlo2-InDel8' could be incorporated into the kit of wheat breeders for use in marker-assisted selection.

Analysis of NiAlTa precipitates in beta-NiAl + 2 at. pct Ta alloy

NASA Technical Reports Server (NTRS)

Pathare, V.; Michal, G. M.; Vedula, K.; Nathal, M. V.

1987-01-01

Results are reported from experiments performed to identify the precipitates, and their orientation in the matrix, in a beta-NiAl alloy containing 2 at. pct. Ta after undergoing creep test at 1300 K. Test specimens formed by extruding hot powders were compressed at 1300 K for about 50 hr at a strain rate averaging 6/1 million per sec. The specimens were then thinned and examined under an electron microscope and by X-ray diffractometry. An intermetallic NiAlTa compound with a hexagonal Cl4 structure appeared as second phase precipitates in the samples, exhibiting plate-like shapes and a habit plane close to (012). The prism planes of the hexagonal NiAlTa precipitates paralleled the closest packed planes in the cubic beta-NiAl matrix.

Superconductivity in palladium-doped 2H-TaS2

NASA Astrophysics Data System (ADS)

Zhou, M. H.; Li, X. C.; Dong, C.

2018-06-01

A series of Pd x TaS2 (0.01 ≤ x ≤ 0.08) samples were prepared and characterized via scanning electron microscope, x-ray powder diffraction, resistivity, magnetization and specific heat measurements. The lattice parameter c associated with the interlayer distance increases monotonically with the Pd content while the parameter a remains essentially constant. The crystal structure of Pd0.08TaS2 has been determined and refined by Rietveld refinement. Pd0.08TaS2 is hexagonal (space group: P31c) with lattice parameters a = 3.3151(1) Å, c = 12.1497(9) Å. The superconducting transition temperature T c (0.8 K) of TaS2 can be dramatically enhanced by Pd doping, and the maximum T c of 4.2 K, about five times the T c of pure TaS2, is obtained in Pd0.04TaS2. We have determined the superconducting parameters of Pd0.04TaS2, and found that the enhancement of T c can be attributed to the increase of density of states at the Fermi level. The charge density wave (CDW) of TaS2 is gradually suppressed with Pd doping and disappears in Pd0.06TaS2. This suggests that there is a competitive interplay between superconductivity and CDW in this system.

The effectiveness of computer-assisted instruction in teaching nursing students about congenital heart disease.

PubMed

Rouse, D P

2000-01-01

This study compared the effectiveness of three instructional intervention strategies for teaching nursing students about congenital heart disease (CHD). They are: (1) computer-assisted instruction (CAI), (2) traditional class room lecture (TCL); and (3) the combination of CAI and TCL. The subjects were associate degree nursing (ADN) students enrolled in a pediatric nursing course at the University of Cincinnati Raymond Walters College. Differences between pre- and post-scores on a 20-item multiple choice test were analyzed by analysis of variance. There was a significant improvement in scores for all groups but no significant difference in improvement in scores between the CAI group and the TCL group. The CAI/TCL group showed significant improvement in scores compared with the other two groups. The researcher concluded that when teaching strategies are comparable, CAI is as effective as TCL. Used together, a significant improvement is seen in student performance than when either strategy is used alone.

The National Early Childhood Technical Assistance Center Model for Long-Term Systems Change

ERIC Educational Resources Information Center

Kahn, Lynne; Hurth, Joicey; Kasprzak, Christina M.; Diefendorf, Martha J.; Goode, Susan E.; Ringwalt, Sharon S.

2009-01-01

The National Early Childhood Technical Assistance Center was charged by the U.S. Department of Education's Office of Special Education Programs from October 2001 through September 2006 to develop, implement, and evaluate an approach to technical assistance (TA) that would result in sustainable systems change in state early intervention and…

Plagiarism Detection: A Comparison of Teaching Assistants and a Software Tool in Identifying Cheating in a Psychology Course

ERIC Educational Resources Information Center

Seifried, Eva; Lenhard, Wolfgang; Spinath, Birgit

2015-01-01

Essays that are assigned as homework in large classes are prone to cheating via unauthorized collaboration. In this study, we compared the ability of a software tool based on Latent Semantic Analysis (LSA) and student teaching assistants to detect plagiarism in a large group of students. To do so, we took two approaches: the first approach was…

76 FR 35231 - Notice of Proposed Information Collection for Public Comment; McKinney-Vento Technical Assistance...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-16

... Information Collection for Public Comment; McKinney-Vento Technical Assistance Narrative, Matrices, and... Narrative, Matrices, and Reporting Requirements. Description of the need for the information proposed: McKinney- Vento Technical Assistance (MV-TA) Narrative, Matrices, and Reporting Requirements will allow the...

Teaching Assistants, Neuro-Linguistic Programming (NLP) and Special Educational Needs: "Reframing" the Learning Experience for Students with Mild SEN

ERIC Educational Resources Information Center

Kudliskis, Voldis

2014-01-01

This study examines how an understanding of two NLP concepts, the meta-model of language and the implementation of reframing, could be used to help teaching assistants enhance class-based interactions with students with mild SEN. Participants (students) completed a pre-intervention and a post-intervention "Beliefs About my Learning…

Design of Intelligent Robot as A Tool for Teaching Media Based on Computer Interactive Learning and Computer Assisted Learning to Improve the Skill of University Student

NASA Astrophysics Data System (ADS)

Zuhrie, M. S.; Basuki, I.; Asto B, I. G. P.; Anifah, L.

2018-01-01

The focus of the research is the teaching module which incorporates manufacturing, planning mechanical designing, controlling system through microprocessor technology and maneuverability of the robot. Computer interactive and computer-assisted learning is strategies that emphasize the use of computers and learning aids (computer assisted learning) in teaching and learning activity. This research applied the 4-D model research and development. The model is suggested by Thiagarajan, et.al (1974). 4-D Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with an objective to produce a tool of learning in the form of intelligent robot modules and kit based on Computer Interactive Learning and Computer Assisted Learning. From the data of the Indonesia Robot Contest during the period of 2009-2015, it can be seen that the modules that have been developed confirm the fourth stage of the research methods of development; disseminate method. The modules which have been developed for students guide students to produce Intelligent Robot Tool for Teaching Based on Computer Interactive Learning and Computer Assisted Learning. Results of students’ responses also showed a positive feedback to relate to the module of robotics and computer-based interactive learning.

Phase relationships in the BaO-Ga2O3-Ta2O5 system and the structure of Ba6Ga21TaO40.

PubMed

Cao, Jiang; Yu, Xiaodi; Kuang, Xiaojun; Su, Qiang

2012-07-16

Phase relationships in the BaO-Ga(2)O(3)-Ta(2)O(5) ternary system at 1200 °C were determined. The A(6)B(10)O(30) tetragonal tungsten bronze (TTB) related solution in the BaO-Ta(2)O(5) subsystem dissolved up to ~11 mol % Ga(2)O(3), forming a ternary trapezoid-shaped TTB-related solid solution region defined by the BaTa(2)O(6), Ba(1.1)Ta(5)O(13.6), Ba(1.58)Ga(0.92)Ta(4.08)O(13.16), and Ba(6)GaTa(9)O(30) compositions in the BaO-Ga(2)O(3)-Ta(2)O(5) system. Two ternary phases Ba(6)Ga(21)TaO(40) and eight-layer twinned hexagonal perovskite solid solution Ba(8)Ga(4-x)Ta(4+0.6x)O(24) were confirmed in the BaO-Ga(2)O(3)-Ta(2)O(5) system. Ba(6)Ga(21)TaO(40) crystallized in a monoclinic cell of a = 15.9130(2) Å, b = 11.7309(1) Å, c = 5.13593(6) Å, β = 107.7893(9)°, and Z = 1 in space group C2/m. The structure of Ba(6)Ga(21)TaO(40) was solved by the charge flipping method, and it represents a three-dimensional (3D) mixed GaO(4) tetrahedral and GaO(6)/TaO(6) octahedral framework, forming mixed 1D 5/6-fold tunnels that accommodate the Ba cations along the c axis. The electrical property of Ba(6)Ga(21)TaO(40) was characterized by using ac impedance spectroscopy.

Preliminary analysis of EUSO—TA data

NASA Astrophysics Data System (ADS)

Fenu, F.; Piotrowski, L. W.; Shin, H.; Jung, A.; Bacholle, S.; Bisconti, F.; Capel, F.; Eser, J.; Kawasaki, Y.; Kuznetsov, E.; Larsson, O.; Mackovjak, S.; Miyamoto, H.; Plebaniak, Z.; Prevot, G.; Putis, M.; Shinozaki, K.; Adams, J.; Bertaina, M.; Bobik, P.; Casolino, M.; Matthews, J. N.; Ricci, M.; Wiencke, L.; EUSO-TA Collaboration

2016-05-01

The EUSO-TA detector is a pathfinder for the JEM-EUSO project and is currently installed in Black Rock Mesa (Utah) on the site of the Telescope Array fluorescence detectors. Aim of this experiment is to validate the observation principle of JEM-EUSO on air showers measured from ground. The experiment gets data in coincidence with the TA triggers to increase the likelihood of cosmic ray detection. In this framework the collaboration is also testing the detector response with respect to several test events from lasers and LED flashers. Moreover, another aim of the project is the validation of the stability of the data acquisition chain in real sky condition and the optimization of the trigger scheme for the rejection of background. Data analysis is ongoing to identify cosmic ray events in coincidence with the TA detector. In this contribution we will show the response of the EUSO-TA detector to all the different typologies of events and we will show some preliminary results on the trigger optimization performed on such data.

Electrical and thermal properties of Cu-Ta films prepared by magnetron sputtering

NASA Astrophysics Data System (ADS)

Qin, Wen; Fu, Licai; Zhu, Jiajun; Yang, Wulin; Sang, Jianquan; Li, Deyi; Zhou, Lingping

2018-06-01

The microstructure, electrical resistivity and thermal conductivity of the sputtering deposited Cu-Ta films were investigated as a function of Ta content. The results showed that the amorphous phase formed between 20 at.% and 60 at.% Ta, and out of this range α-Cu(Ta) and β-Ta(Cu) solid solutions formed. Because the lattice distortion and β-Ta structure could significantly increase the probability of electron scattering, the electrical resistivity of the Cu-Ta films shows a 'N' type change with the increase of Ta content, and the inflection point appears at 50 at.% Ta and 60 at.% Ta respectively. As the thermal conductance is also dominated by electrons in metals films, an opposite variation tendency is found in the thermal conductivity of the Cu-Ta films. According to our knowledge, this is the first time to measure the thermal conductivity of Cu-Ta thin films.

Zinc Tantalum Oxynitride (ZnTaO2N) Photoanode Modified with Cobalt Phosphate Layers for the Photoelectrochemical Oxidation of Alkali Water

PubMed Central

T. Weller, Mark

2018-01-01

Photoanodes fabricated by the electrophoretic deposition of a thermally prepared zinc tantalum oxynitride (ZnTaO2N) catalyst onto indium tin oxide (ITO) substrates show photoactivation for the oxygen evolution reaction (OER) in alkaline solutions. The photoactivity of the OER is further boosted by the photodeposition of cobalt phosphate (CoPi) layers onto the surface of the ZnTaO2N photoanodes. Structural, morphological, and photoelectrochemical (PEC) properties of the modified ZnTaO2N photoanodes are studied using X-ray diffraction (XRD), scanning electron microscopy (SEM), ultraviolet visible (UV−Vis) diffuse reflectance spectroscopy, and electrochemical techniques. The presence of the CoPi layer significantly improved the PEC performance of water oxidation in an alkaline sulphate solution. The photocurrent-voltage behavior of the CoPi-modified ZnTaO2N anodes was improved, with the influence being more prominent at lower oxidation potentials. A stable photocurrent density of about 2.3 mA·cm−2 at 1.23 V vs. RHE was attained upon visible light illumination. Relative to the ZnTaO2N photoanodes, an almost three-fold photocurrent increase was achieved at the CoPi/ZnTaO2N photoelectrode. Perovskite-based oxynitrides are modified using an oxygen-evolution co-catalyst of CoPi, and provide a new dimension for enhancing the photoactivity of oxygen evolution in solar-assisted water-splitting reactions. PMID:29346306

The mutagenic assessment of an electronic-cigarette and reference cigarette smoke using the Ames assay in strains TA98 and TA100.

PubMed

Thorne, D; Crooks, I; Hollings, M; Seymour, A; Meredith, C; Gaca, M

2016-12-01

Salmonella typhimurium strains TA98 and TA100 were used to assess the mutagenic potential of the aerosol from a commercially available, rechargeable, closed system electronic-cigarette. Results obtained were compared to those for the mainstream smoke from a Kentucky reference (3R4F) cigarette. Two different test matrices were assessed. Aerosol generated from the e-cigarette was trapped on a Cambridge filter pad, eluted in DMSO and compared to cigarette smoke total particulate matter (TPM), which was generated in the same manner for mutagenicity assessment in the Salmonella assay. Fresh e-cigarette and cigarette smoke aerosols were generated on the Vitrocell ® VC 10 smoking robot and compared using a modified scaled-down 35mm air agar interface (AAI) methodology. E-cigarette aerosol collected matter (ACM) was found to be non-mutagenic in the 85mm plate incorporation Ames assay in strains TA98 and TA100 conducted in accordance with OECD 471, when tested up to 2400μg/plate. Freshly generated e-cigarette aerosol was also found to be negative in both strains after an AAI aerosol exposure, when tested up to a 1L/min dilution for up to 3h. Positive control responses were observed in both strains, using benzo[a]pyrene, 2-nitrofluorene, sodium azide and 2-aminoanthracene in TA98 and TA100 in the presence and absence of metabolic activation respectively. In contrast, cigarette smoke TPM and aerosol from 3R4F reference cigarettes were found to be mutagenic in both tester strains, under comparable test conditions to that of e-cigarette exposure. Limited information exists on the mutagenic activity of captured e-cigarette particulates and whole aerosol AAI approaches. With the lower toxicant burden of e-cigarette aerosols compared to cigarette smoke, it is clear that a more comprehensive Ames package of data should be generated when assessing e-cigarettes, consisting of the standard OECD-five, TA98, TA100, TA1535, TA1537 (or TA97) and E. coli (or TA102). In addition, TA104

Development of a teaching tool for women with a gynecologic malignancy undergoing minimally invasive robotic-assisted surgery.

PubMed

Castiglia, Luisa Luciani; Drummond, Nancy; Purden, Margaret A

2011-08-01

Women undergoing minimally invasive robotic-assisted surgery for a gynecologic malignancy have many questions and concerns related to the cancer diagnosis and surgery. The provision of information enhances coping with such illness-related challenges. A lack of print materials for these patients prompted the creation of a written teaching tool to improve informational support. A booklet was developed using guidelines for the design of effective patient education materials, including an iterative process of collaboration with healthcare providers and women who had undergone robotic-assisted surgery, as well as attention to readability. The 52-page booklet covers the trajectory of the woman's experience and includes the physical, psychosocial, and sexual aspects of recovery.

"Give Me a Lesson and I'll Deliver It": Teaching Assistants' Experiences of Leading Primary Mathematics Lessons in England

ERIC Educational Resources Information Center

Houssart, Jenny

2013-01-01

Teaching Assistants (TAs) in primary schools in England have a growing pedagogic role. For some, this sometimes includes responsibility for the whole class instead of the teacher. This article draws on 24 interview transcripts to examine the practice in the context of primary mathematics lessons and from TAs' viewpoints. Emergency cover is often…

"Is This What You're Talking About?": Identity Negotiation in International Teaching Assistants' Instructional Interactions with U.S. College Students

ERIC Educational Resources Information Center

Chiang, Shiao-Yun

2016-01-01

The instructional performance of international teaching assistants (ITA) in U.S. universities is generally considered as problematic due to linguistic and cultural differences in existing studies. Drawing on interactional sociolinguistics, conversation analysis, and positioning theory, this study aims to find out how ITAs are juxtaposed between…

TaOx-based resistive switching memories: prospective and challenges

PubMed Central

2013-01-01

Resistive switching memories (RRAMs) are attractive for replacement of conventional flash in the future. Although different switching materials have been reported; however, low-current operated devices (<100 μA) are necessary for productive RRAM applications. Therefore, TaOx is one of the prospective switching materials because of two stable phases of TaO2 and Ta2O5, which can also control the stable low- and high-resistance states. Long program/erase endurance and data retention at high temperature under low-current operation are also reported in published literature. So far, bilayered TaOx with inert electrodes (Pt and/or Ir) or single layer TaOx with semi-reactive electrodes (W and Ti/W or Ta/Pt) is proposed for real RRAM applications. It is found that the memory characteristics at current compliance (CC) of 80 μA is acceptable for real application; however, data are becoming worst at CC of 10 μA. Therefore, it is very challenging to reduce the operation current (few microampere) of the RRAM devices. This study investigates the switching mode, mechanism, and performance of low-current operated TaOx-based devices as compared to other RRAM devices. This topical review will not only help for application of TaOx-based nanoscale RRAM devices but also encourage researcher to overcome the challenges in the future production. PMID:24107610

Cognitive skills training in digital era: A paradigm shift in surgical education using the TaTME model.

PubMed

Knol, Joep; Keller, Deborah S

2018-04-30

Surgical competence is a complex, multifactorial process, requiring ample time and training. Optimal training is based on acquiring knowledge and psychomotor and cognitive skills. Practicing surgical skills is one of the most crucial tasks for both the novice surgeon learning new procedures and surgeons already in practice learning new techniques. Focus is placed on teaching traditional technical skills, but the importance of cognitive skills cannot be underestimated. Cognitive skills allow recognizing environmental cues to improve technical performance including situational awareness, mental readiness, risk assessment, anticipating problems, decision-making, adaptation, and flexibility, and may also accelerate the trainee's understanding of a procedure, formalize the steps being practiced, and reduce the overall training time to become technically proficient. The introduction and implementation of the transanal total mesorectal excision (TaTME) into practice may be the best demonstration of this new model of teaching and training, including pre-training, course attendance, and post-course guidance on technical and cognitive skills. To date, the TaTME framework has been the ideal model for structured training to ensure safe implementation. Further development of metrics to grade successful learning and assessment of long term outcomes with the new pathway will confirm the success of this training model. Copyright © 2018 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. All rights reserved.

TA-3-38 Metals Fab SWPPP Rev 2 Jan 2017-Final

DOE Office of Scientific and Technical Information (OSTI.GOV)

Burgin, Jillian Elizabeth

The TA-3-38 MFS is part of LANL’s Utilities and Infrastructures (UI) Facilities Operations Directorate (FOD) with day-to-day management provided by the Logistics Division Central Shops (LOG-CS); which has established a Stormwater Pollution Prevention Team (PPT) whose members are responsible for assisting the facility manager in developing and revising the facility’s SWPPP as well as maintaining control measures and taking corrective actions when required. All PPT members will have access to either a hard copy or an electronic version of this SWPPP. A list of PPT members along with duties and contact information is provided in Appendix A of this SWPPP.

TA-3-38 Carpenter's Shop SWPPP Rev 2 Jan 2017-Final

DOE Office of Scientific and Technical Information (OSTI.GOV)

Burgin, Jillian Elizabeth

The TA-3-38 CS is part of LANL’s Utilities and Infrastructure (UI) Facilities Operations Directorate (FOD) with day-to-day management provided by the Logistics Division Central Shops (LOG-CS); which has established a Stormwater Pollution Prevention Team (PPT) whose members are responsible for assisting the facility manager in developing and revising the facility’s SWPPP as well as maintaining control measures and taking corrective actions when required. All PPT members will have access to either a hard copy or an electronic version of this SWPPP. A list of PPT members along with duties and contact information is provided in Appendix A of this SWPPP

New insights into the initial stages of Ta oxide nanotube formation on polycrystalline Ta electrodes.

PubMed

El-Sayed, Hany A; Horwood, Corie A; Abhayawardhana, Anusha D; Birss, Viola I

2013-02-21

Ta oxide nanotubes (NTs) were formed by the anodization of Ta at 15 V in a solution of concentrated sulfuric acid containing 0.8-1.0 M hydrofluoric acid. To study the initial stages of NT formation, FESEM images of samples anodized for very short times were obtained. The results contradict the existing explanation of the current-time data collected during anodization, which has persisted in the literature for more than two decades. In addition to providing a first-time morphological study of Ta oxide NT formation at very early stages of anodization, we also propose a new interpretation of the i-t response, showing that pores are already present in the first few milliseconds of anodization and that NTs are formed well before present models predict. This behaviour may also extend to the anodization of other valve metals, such as Al, Ti, Zr, W, and Nb.

Effect of Ta concentration on the refractive index of TiO{sub 2}:Ta studied by spectroscopic ellipsometry

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nurfani, Eka, E-mail: ekanurfani@gmail.com; Kurniawan, Robi; Muhammady, Shibghatullah

2016-04-19

We have investigated optical properties of Ta-doped TiO{sub 2} thin film on LaAlO{sub 3} (LAO) substrate using Spectroscopic Ellipsometry (SE) at room temperature. Amplitude ratio Ψ and phase difference L1 between p- and s- polarized light waves are obtained by multiple incident angles measurement (60°, 70°, and 80°) at energy range of 0.5 – 6.5 eV. In order to obtain optical properties for every Ta concentrations (0.01, 0.4, and 5 at. %), multilayer modelling was performed simultaneously by using Drude-Lorentz model. Refractive index and optical dispersion parameters were determined by Wemple-DiDomenico relation. In general, refractive index at zero photon energymore » n(0) increases by increasing Ta concentration. Furthermore, optical band gap shows a significant increasing due to presence of Ta dopant. In addition, other optical constants are discussed as well.« less

Nurse Assistant Instructor Guide.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Div. of Vocational, Technical, and Adult Education.

This document is designed to assist the teacher in a nurse assistant certification program. The program is intended to prepare students for entry-level employment in a long-term care facility or with a licensed home health care agency. The 135-hour course teaches basic skills in patient care that will qualify the student to assist the licensed…

Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

PubMed

Grover, Sumit; Sood, Neena; Chaudhary, Anurag

2017-01-01

Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

Teacher Assistant Support and Deployment in Mainstream Schools

ERIC Educational Resources Information Center

Butt, Rosemary

2016-01-01

Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a.…

Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice.

PubMed

Root, Jenny R; Stevenson, Bradley S; Davis, Luann Ley; Geddes-Hall, Jennifer; Test, David W

2017-02-01

Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165-179, 2005; Gersten et al., Exceptional Children 71:149-164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed.

Identification of a Novel Allele of TaCKX6a02 Associated with Grain Size, Filling Rate and Weight of Common Wheat

PubMed Central

Zhang, Hai-Ping; Wang, Sheng-Xing; Sun, Genlou; Xiao, Shi-He; Ma, Chuan-Xi

2015-01-01

Cytokinin oxidase (CKX) plays a crucial role in plant growth and development by reversibly inactivating cytokinin (CTK). Twenty-four primer pairs, designed from ESTs of the TaCKX genes family of common wheat, were used to identify their allelic variations associated with grain size, weight, and filling rate in 169 recombinant inbred lines (RIL) derived from Jing 411 × Hongmangchun 21. TaCKX6a02, a member of TaCKX gene family, amplified by primer pair T31–32, showed a close association with grain traits in this RIL population. Statistical analysis indicated that allelic variation of TaCKX6a02 had significant correlation with grain size, weight, and filling rate (GFR; P < 0.001) under varied environments. The TaCKX6a02-D1a allele from Jing411 significantly increased grain size, weight and grain filling rate, compared with TaCKX6a02-D1b from Hongmangchun 21. TaCKX6a02 was located on chromosome 3DS in the interval of Xbarc1119 and Xbarc1162, with a genetic distance of 1.4 cM. The location was further confirmed using Chinese Spring nulli–tetrasomic lines. A major QTL (quantitative trait locus) tightly linked to TaCKX6a02 was detected in the RIL population, explaining 17.1~38.2% of phenotype variations for grain size, weight, GFRmax and GFRmean in different environments. In addition, significant effects of variations of TaCKX6a02 on grain weight and GFR were further validated by association analysis among 102 wheat varieties in two cropping seasons. 12.8~35.1% of phenotypic variations were estimated for these genotypes. A novel 29-bp InDel behind the stop codon was detected by DNA sequence analysis between the two alleles of TaCKX6a02-D1. The gene-specific marker, TKX3D, was designed according to the novel variation, and can be used in marker-assisted selection (MAS) for grain size, weight, and GFR in common wheat. PMID:26657796

Effects of thickness and annealing condition on magnetic properties and thermal stabilities of Ta/Nd/NdFeB/Nd/Ta sandwiched films

NASA Astrophysics Data System (ADS)

Liu, Wen-Feng; Zhang, Min-Gang; Zhang, Ke-Wei; Zhang, Hai-Jie; Xu, Xiao-Hong; Chai, Yue-Sheng

2016-11-01

Ta/Nd/NdFeB/Nd/Ta sandwiched films are deposited by magnetron sputtering on Si (100) substrates, and subsequently annealed in vacuum at different temperatures for different time. It is found that both the thickness of NdFeB and Nd layer and the annealing condition can affect the magnetic properties of Ta/Nd/NdFeB/Nd/Ta films. Interestingly, the thickness and annealing temperature show the relevant behaviors that can affect the magnetic properties of the film. The high coercivity of 24.1 kOe (1 Oe = 79.5775 A/m) and remanence ratio (remanent magnetization/saturation magnetization) of 0.94 can be obtained in a Ta/Nd(250 nm)/NdFeB(600 nm)/Nd(250 nm)/Ta film annealed for 3 min at 1023 K. In addition, the thermal stability of the film is also linked to the thickness of NdFeB and Nd layer and the annealing temperature as well. The excellent thermal stability can be achieved in a Ta/Nd(250 nm)/NdFeB(600 nm)/Nd(250 nm)/Ta film annealed at 1023 K. Program supported by the National Natural Science Foundation of China (Grant No. 51305290), the Higher Education Technical Innovation Project of Shanxi Province, China (Grant No. 2013133), the Fund Program for the Scientific Activities of Selected Returned Overseas Professionals of Shanxi Province, China (Grant No. 2015003), and the Program for the Key Team of Scientific and Technological Innovation of Shanxi Province, China (Grant No. 2013131009).

State Technical Assistance Initiatives for IDEA Part B Programs.

ERIC Educational Resources Information Center

Hanft, Barbara

This report discusses a study that examined state technical assistance (TA) infrastructures that support research-based practices for improved outcomes for students with disabilities served under Part B of the Individuals with Disabilities Education Act. The 10 participating states included: Alabama, Colorado, Iowa, Maryland, Montana, Oklahoma,…

The Language of Teaching Mathematics: Implications for Training ITAs.

ERIC Educational Resources Information Center

Byrd, Patricia; Constantinides, Janet C.

1992-01-01

Because of national concern about the effect of having basic college mathematics courses taught by so many international teaching assistants whose English skills may be limited, this paper reports on the use of language in teaching by regular college faculty, rather than teaching assistants, at Georgia State University. (eight references)…

Assessing Graduate Assistant Teacher Communication Concerns.

ERIC Educational Resources Information Center

Feezel, Jerry D.; Myers, Scott A.

1997-01-01

Finds that graduate teaching assistants (GTAs) experience eight interrelated types of communication concern (self, task, impact, role conflict, teaching, area knowledge, procedural knowledge, and time management). Shows that GTA variables of expected duties, prior teaching experience, newness to area, foreign or domestic birth, and age are likely…

Applying the Geoscience Education Research Strength of Evidence Pyramid: Developing a Rubric to Characterize Existing Geoscience Teaching Assistant Training Studies

ERIC Educational Resources Information Center

Bitting, Kelsey S.; Teasdale, Rachel; Ryker, Katherine

2017-01-01

Graduate teaching assistants (GTAs) are responsible for direct instruction of geoscience undergraduate students at an array of universities and have a major effect on the knowledge, beliefs, and practices of their students. GTAs benefit from in-department training in both beliefs and practices that align with the existing literature on teaching…

Effectiveness of Computer-Assisted Pronunciation Teaching and Verbal Ability on the Achievement of Senior Secondary School Students in Oral English

ERIC Educational Resources Information Center

Gambari, Amosa Isiaka; Kutigi, Amina Usman; Fagbemi, Patricia O.

2014-01-01

This study investigated the effectiveness of a computer-assisted pronunciation teaching (CAPT) package on the achievement of senior secondary students in oral English in Minna, Nigeria. It also examined the influence of CAPT on verbal ability and gender. The sample consisted of sixty senior secondary school students drawn from two coeducational…

The Intersection between Intercultural Competence and Teaching Behaviors: A Case of International Teaching Assistants

ERIC Educational Resources Information Center

LeGros, N.; Faez, F.

2012-01-01

What is considered effective teaching varies across cultures, institutions, and disciplines. Concepts of effective teaching reflect the values and expectations of the educational culture and language in which it occurs. This study examines how participation in a course on intercultural communication affects the observable teaching behaviors of…

77 FR 53903 - Notice of Proposed Information Collection for Public Comment: OneCPD Technical Assistance and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-04

... Information Collection for Public Comment: OneCPD Technical Assistance and Capacity Building Needs Assessment... Needs Assessment. Description of the need for the information proposed: The OneCPD Needs Assessment will... to identify trends in TA needs across grantees and assist in prioritizing the development of tools...

76 FR 30394 - Amended Certification Regarding Eligibility To Apply for Worker Adjustment Assistance

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-25

... Eligibility To Apply for Worker Adjustment Assistance TA-W-72,251 SUPERVALU, Inc. IT and Finance Departments...,251A SUPERVALU, Inc. Formerly Known as New Albertsons IT and Finance Departments Including Workers...

The Use and Efficacy of Capacity-Building Assistance for Low-Performing Districts: The Case of California's District Assistance and Intervention Teams

ERIC Educational Resources Information Center

Strunk, Katharine O.; McEachin, Andrew; Westover, Theresa N.

2014-01-01

The theory of action upon which high-stakes accountability policies are based calls for systemic reforms in educational systems that will emerge by pairing incentives for improvement with extensive and targeted technical assistance (TA) to build the capacity of low-performing schools and districts. To this end, a little discussed and often…

Co-Teaching in the College Classroom

ERIC Educational Resources Information Center

Smith, Katherine K.; Winn, Vanessa G.

2017-01-01

This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a…

Measuring the Teaching Self-Efficacy of Science, Technology, Engineering, and Math Graduate Teaching Assistants

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Enochs, Larry

2010-01-01

An instrument to measure the teaching self-efficacy of science, technology, engineering, and mathematics (STEM) GTAs is adapted from a general college teaching instrument (Prieto Navarro, 2005) for the specific teaching environment of the STEM GTAs. The construct and content validity and reliability of the final instrument are indicated. The final…

Myxobacterium-Produced Antibiotic TA (Myxovirescin) Inhibits Type II Signal Peptidase

PubMed Central

Xiao, Yao; Gerth, Klaus; Müller, Rolf

2012-01-01

Antibiotic TA is a macrocyclic secondary metabolite produced by myxobacteria that has broad-spectrum bactericidal activity. The structure of TA is unique, and its molecular target is unknown. Here, we sought to elucidate TA's mode of action (MOA) through two parallel genetic approaches. First, chromosomal Escherichia coli TA-resistant mutants were isolated. One mutant that showed specific resistance toward TA was mapped and resulted from an IS4 insertion in the lpp gene, which encodes an abundant outer membrane (Braun's) lipoprotein. In a second approach, the comprehensive E. coli ASKA plasmid library was screened for overexpressing clones that conferred TAr. This effort resulted in the isolation of the lspA gene, which encodes the type II signal peptidase that cleaves signal sequences from prolipoproteins. In whole cells, TA was shown to inhibit Lpp prolipoprotein processing, similar to the known LspA inhibitor globomycin. Based on genetic evidence and prior globomycin studies, a block in Lpp expression or prevention of Lpp covalent cell wall attachment confers TAr by alleviating a toxic buildup of mislocalized pro-Lpp. Taken together, these data argue that LspA is the molecular target of TA. Strikingly, the giant ta biosynthetic gene cluster encodes two lspA paralogs that we hypothesize play a role in producer strain resistance. PMID:22232277

Comparing Teacher-Directed and Computer-Assisted Constant Time Delay for Teaching Functional Sight Words to Students with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Coleman, Mari Beth; Hurley, Kevin J.; Cihak, David F.

2012-01-01

The purpose of this study was to compare the effectiveness and efficiency of teacher-directed and computer-assisted constant time delay strategies for teaching three students with moderate intellectual disability to read functional sight words. Target words were those found in recipes and were taught via teacher-delivered constant time delay or…

Instructional Design Using an In-House Built Teaching Assistant Robot to Enhance Elementary School English-as-a-Foreign-Language Learning

ERIC Educational Resources Information Center

Wu, Wen-Chi Vivian; Wang, Rong-Jyue; Chen, Nian-Shing

2015-01-01

This paper presents a design for a cutting-edge English program in which elementary school learners of English as a foreign language in Taiwan had lively interactions with a teaching assistant robot. Three dimensions involved in the design included (1) a pleasant and interactive classroom environment as the learning context, (2) a teaching…

Structure of metal-oxide Ti-Ta-(Ti,Ta)xOy coatings during spark alloying and induction-thermal oxidation

NASA Astrophysics Data System (ADS)

Koshuro, V.; Fomin, A.; Fomina, M.; Rodionov, I.; Brzhozovskii, B.; Martynov, V.; Zakharevich, A.; Aman, A.; Oseev, A.; Majcherek, S.; Hirsch, S.

2016-08-01

The study focuses on combined spark alloying of titanium and titanium alloy surface and porous matrix structure oxidation. The metal-oxide coatings morphology is the result of melt drop transfer, heat treatment, and oxidation. The study establishes the influence of technological regimes of alloying and oxidation on morphological heterogeneity of metal- oxide system Ti-Ta-(Ti,Ta)xOy.

Computer-assisted instruction: a library service for the community teaching hospital.

PubMed

McCorkel, J; Cook, V

1986-04-01

This paper reports on five years of experience with computer-assisted instruction (CAI) at Winthrop-University Hospital, a major affiliate of the SUNY at Stony Brook School of Medicine. It compares CAI programs available from Ohio State University and Massachusetts General Hospital (accessed by telephone and modem), and software packages purchased from the Health Sciences Consortium (MED-CAPS) and Scientific American (DISCOTEST). The comparison documents one library's experience of the cost of these programs and the use made of them by medical students, house staff, and attending physicians. It describes the space allocated for necessary equipment, as well as the marketing of CAI. Finally, in view of the decision of the National Board of Medical Examiners to administer the Part III examination on computer (the so-called CBX) starting in 1988, the paper speculates on the future importance of CAI in the community teaching hospital.

Wheat TaSP gene improves salt tolerance in transgenic Arabidopsis thaliana.

PubMed

Ma, Xiaoli; Cui, Weina; Liang, Wenji; Huang, Zhanjing

2015-12-01

A novel salt-induced gene with unknown functions was cloned through analysis of gene expression profile of a salt-tolerant wheat mutant RH8706-49 under salt stress. The gene was named Triticum aestivum salt-related protein (TaSP) and deposited in GenBank (Accession No. KF307326). Quantitative polymerase chain reaction (qPCR) results showed that TaSP expression was induced under salt, abscisic acid (ABA), and polyethylene glycol (PEG) stresses. Subcellular localization revealed that TaSP was mainly localized in cell membrane. Overexpression of TaSP in Arabidopsis could improve salt tolerance of 35S::TaSP transgenic Arabidopsis. 35S::TaSP transgenic Arabidopsis lines after salt stress presented better physiological indexes than the control group. In the non-invasive micro-test (NMT), an evident Na(+) excretion was observed at the root tip of salt-stressed 35S::TaSP transgenic Arabidopsis. TaSP promoter was cloned, and its beta-glucuronidase (GUS) activities before and after ABA, salt, cold, heat, and salicylic acid (SA) stresses were determined. Full-length TaSP promoter contained ABA and salt response elements. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Significant enhancement of compositional and superconducting homogeneity in Ti rather than Ta-doped Nb 3Sn

DOE PAGES

Tarantini, C.; Sung, Z. -H.; Lee, P. J.; ...

2016-01-25

Nb 3Sn wires are now very close to their final optimization but despite its classical nature, detailed understanding of the role of Ta and Ti doping in the A15 is not fully understood. Long thought to be essentially equivalent in their influence on H c2, they were interchangeably applied. Here we show that Ti produces significantly more homogeneous chemical and superconducting properties. Despite Ta-doped samples having a slightly higher T c onset in zero-field, they always have a wider Tc-distribution. In particular, whereas the Ta-doped A15 has a T c-distribution extending from 18 down to 5-6 K (the lowest expectedmore » Tc for the binary A15 phase), the Ti-doped samples have no A15 phase with T c below ~12 K. The much narrower T c distribution in the Ti-doped samples has a positive effect on their in-field T c-distribution too, leading to an extrapolated μ0H c2(0) 2 Tesla larger than the Ta-doped one. Ti-doping also appears to be very homogeneous even when the Sn content is reduced in order to inhibit breakdown of the diffusion barriers in very high Jc conductors. As a result, the enhanced homogeneity of the Ti-doped samples appears to result from its assistance of rapid diffusion of Sn into the filaments and by its incorporation into the A15 phase interchangeably with Sn on the Sn sites of the A15 phase.« less

[What is the Institutional Teaching Career?].

PubMed

Aguilar-Mejía, Estela

2006-01-01

The Instituto Mexicano del Seguro Social carries out a project of enormous relevance: to train health attention staff, which is its main function. The emergence and progress of a different concept and practice of teaching made possible the creation of the Institutional Teaching Career at the end of 2004. This achievement represents the acknowledgement of teaching practice, making possible the permanence, self-improvement and promotion of those professors truly committed to a teaching practice of greater importance at IMSS. The theoretical perspective that conceptually frames this career as well as the different categories of career professor implies an idea of education, as well as a teaching and improvement practice concept of health assistance that outlines a way in search of the perfection of both occupations (teaching and assistance) at the Instituto Mexicano del Seguro Social, with growing repercussions in its influence sphere.

77 FR 47671 - TA-W-81,520, T-Mobile USA, Inc., Call Center, Allentown, PA; TA-W-81,520G, T-Mobile USA, Inc...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-09

... DEPARTMENT OF LABOR Employment and Training Administration TA-W-81,520, T-Mobile USA, Inc., Call Center, Allentown, PA; TA- W-81,520G, T-Mobile USA, Inc., Headquarters Office, Bellevue, WA; Amended... of T-Mobile USA, Inc., Call Center, Allentown, Pennsylvania (TA-W-81,520), Fort Lauderdale, Florida...

EDITORIAL: TaCoNa-Photonics 2008 TaCoNa-Photonics 2008

NASA Astrophysics Data System (ADS)

Chigrin, Dmitry N.; Busch, Kurt; Lavrinenko, Andrei V.

2009-11-01

intensify theoretical discussions and to put them on `solid' ground it was decided to invite world-leading experts in experimental photonics for plenary talks. Over three days, the workshop has brought together more than 70 specialists in theoretical and computational nano-photonics. The workshop took place in the historical `Physikzentrum Bad Honnef', whose unique atmosphere supported a multitude of highly interesting debates and discussions that often lasted until midnight and beyond. Different theoretical and numerical aspects of light generation, control and detection in general inhomogeneous media, photonic crystals, plasmonic structures, metamaterials and integrated optical systems were covered in 15 invited talks and 52 contributed oral and posters presentations. The plenary talks were given by Professor M Wegener (metamaterials) and Professor W Barnes (plasmonics). This special section is a cross-sectional selection of papers which were submitted by the authors of invited and contributed oral presentations. It also includes two papers of the winners of the Best Poster Awards. We hope that these papers will enhance the interest of the scientific community regarding nano-photonics in general and regarding the TaCoNa-Photonics workshop series in particular. It is our distinct pleasure to acknowledge the generous financial support of our sponsors: Karlsruhe School of Optics & Photonics (KSOP) (Germany), U.S. Army International Technology Center-Atlantic, Research Division (USA), and the Office of Naval Research Global (USA). Without the organizational assistance from the International Department of the Universität Karlsruhe GmbH (Germany) this event would simply have been impossible.

An Examination of the Outcomes of the Undergraduate Leadership Teaching Assistant (ULTA) Experience as a High-Impact Practice in Leadership Education

ERIC Educational Resources Information Center

Odom, Summer F.; Ho, Sarah P.; Moore, Lori L.

2015-01-01

The Undergraduate Leadership Teaching Assistant (ULTA) experience offers students a high-impact opportunity to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this qualitative study was to examine outcomes of the ULTA experience as a high-impact practice for students studying leadership. Weekly…

Passing the Baton: A Collaborative Approach to Development and Implementation of Context-Specific Modules for Graduate Teaching Assistants in Cognate Disciplines

ERIC Educational Resources Information Center

O'Neill, Geraldine; McNamara, Martin

2016-01-01

A systematic approach to the training of graduate teaching assistants (GTAs) is required to meet the challenges posed by growing numbers of undergraduate and graduate students. At University College Dublin, educational developers and academic staff across six schools collaborated on the design and phased implementation of context-specific GTA…

Qualitative and Quantitative Evaluation of Three Types of Student-Generated Videos as Instructional Support in Organic Chemistry Laboratories

ERIC Educational Resources Information Center

Box, Melinda C.; Dunnagan, Cathi L.; Hirsh, Lauren A. S.; Cherry, Clinton R.; Christianson, Kayla A.; Gibson, Radiance J.; Wolfe, Michael I.; Gallardo-Williams, Maria T.

2017-01-01

This study was designed to evaluate the effectiveness of student-generated videos as a supplement to teaching assistant (TA) instruction in an undergraduate organic chemistry laboratory. Three videos covering different aspects of lab instruction (experimental technique, use of instrumentation, and calculations) were produced using…

The Effects of Practice-Based Training on Graduate Teaching Assistants' Classroom Practices.

PubMed

Becker, Erin A; Easlon, Erin J; Potter, Sarah C; Guzman-Alvarez, Alberto; Spear, Jensen M; Facciotti, Marc T; Igo, Michele M; Singer, Mitchell; Pagliarulo, Christopher

2017-01-01

Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K-12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices. © 2017 E. A. Becker et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License

Influence of Ta doping in resistive switching behavior of TiO2

NASA Astrophysics Data System (ADS)

Barman, Arabinda; Saini, Chetan P.; Deshmukh, Sujit; Dhar, Sankar; Kanjilal, Aloke

An approach has been made to understand the resistive switching behavior in Ta-doped TiO2 films on Pt substrates. Prior to thin film deposition, Ta-doped TiO2 powder has been synthesized chemically using Ta and Ti precursor solutions. However, the Ta doping has seriously been affected by increasing Ta concentration above 1 at% due to the segregation of Ta2O5 phase. The Ta-doped TiO2 targets have been prepared for pulsed laser deposition of the films on Pt substrates using an excitation wavelength of 248 nm. The structural and chemical properties of the Ta-doped TiO2 films have been investigated in details with the help of XRD, SIMS, XAS and XPS. The stoichiometry of the Ta-doped TiO2 films with increasing depth has been verified initially by SIMS. The electrical study of the corresponding device structures further suggests that the optimized resistive switching effect can be accomplished up to a threshold Ta-doping of 1 at%. Nevertheless, a highly conducting behavior has been shown when the TiO2 films are doped with 2 at% Ta. These results will be discussed in details in the light of defect induced resistive switching phenomenon.

Redetermination of Na(3)TaF(8).

PubMed

Langer, Vratislav; Smrcok, Lubomír; Boca, Miroslav

2010-09-01

The crystal structure of trisodium octafluoridotantalate, Na(3)TaF(8), has been redetermined using diffractometer data collected at 153 K, resulting in more accurate bond distances and angles than obtained from a previous structure determination based on film data. The structure is built from layers running along [101], which are formed by distorted [TaF(8)] antiprisms and [NaF(6)] rectangular bipyramids sharing edges and corners. The individual layers are separated by eight-coordinated Na ions. Two atoms in the asymmetric unit are in special positions: the Ta atom is on a twofold axis in Wyckoff position 4e and one of the Na ions lies on an inversion centre in Wyckoff site 4d.

Final priority; Technical Assistance on State Data Collection--IDEA Data Management Center. Final priority.

PubMed

2014-08-05

The Assistant Secretary for the Office of Special Education and Rehabilitative Services (OSERS) announces a priority under the Technical Assistance on State Data Collection program. The Assistant Secretary may use this priority for competitions in fiscal year (FY) 2014 and later years. We take this action to fund a cooperative agreement to establish and operate an IDEA Data Management Center (Center) that will provide technical assistance (TA) to improve the capacity of States to meet the data collection requirements of the Individuals with Disabilities Education Act (IDEA).

Teaching Prevention in Pediatrics.

ERIC Educational Resources Information Center

Cheng, Tina L.; Greenberg, Larrie; Loeser, Helen; Keller, David

2000-01-01

Reviews methods of teaching preventive medicine in pediatrics and highlights innovative programs. Methods of teaching prevention in pediatrics include patient interactions, self-directed learning, case-based learning, small-group learning, standardized patients, computer-assisted instruction, the Internet, student-centered learning, and lectures.…

Teaching Assistant Development through a Fresh Lens: A Self-Determination Framework

ERIC Educational Resources Information Center

Hardre, Patricia L.

2013-01-01

Self-determination Theory (SDT) presents critical constructs and processes for understanding and improving human learning and development. Though actively utilized as a theoretical framework for K-12 and adult training research, it has been virtually ignored in TA professional development design and research. Self-determination and the process of…

Peer-assisted teaching student tutors as examiners in an orthopedic surgery OSCE station – pros and cons

PubMed Central

Melcher, Peter; Zajonz, Dirk; Roth, Andreas; Heyde, Christoph-E.; Ghanem, Mohamed

2016-01-01

Background: The OSCE (objective structured clinical examination) is composed of oral and practical examination in order to examine students’ abilities to imply clinical examination techniques and to interact with patients. The examiners for this procedure can be either lecturers or peers. The aim of this work is to evaluate the peer-assisted teaching student tutors as examiners in an orthopedic surgery OSCE station. Methods: We analyzed the OSCE data from 2013 to 2015. During this period over 300 medical students were examined each year. An evaluation was conducted at an orthopedic station and examined by peer students to assess the advantages and disadvantages of peer-assisted teaching student tutors as examiners. Results: We have noticed that student peers are more flexible regarding their schedule and they have been well trained for OSCE. Concerning the economic aspects, student peers are clearly of major economic advantage. Disadvantages were not reported in our study probably because peers were well trained and the checklists are monitored regularly. Conclusion: Student peers in OSCE are of major advantage due to their flexible time schedule and relatively low costs. They must be well trained and the checklists are to be monitored regularly. Our study shows that peer tutor examiners conducted the examination as competent as lecture examiners. However, legal restrictions on the employment of students should be considered. PMID:27500078

76 FR 54796 - Notice of Determinations Regarding Eligibility To Apply for Worker Adjustment Assistance and...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-02

... received a certification of eligibility to apply for trade adjustment assistance benefits and such supply... Corp., Cincinnati, Ohio. TA-W-80,345; Pet Are Remembered, Mount Vernon, Indiana. The following...

Improved interface properties of Ge metal-oxide-semiconductor capacitor with TaTiO gate dielectric by using in situ TaON passivation interlayer

NASA Astrophysics Data System (ADS)

Ji, F.; Xu, J. P.; Liu, J. G.; Li, C. X.; Lai, P. T.

2011-05-01

TaON is in situ formed as a passivating interlayer in Ge metal-oxide-semiconductor (MOS) capacitors with high-k TaTiO gate dielectric fabricated simply by alternate sputtering of Ta and Ti. Also, postdeposition annealing is performed in wet N2 to suppress the growth of unstable GeOx at the Ge surface. As a result, excellent electrical properties of the Ge MOS devices are demonstrated, such as high equivalent dielectric constant (22.1), low interface-state density (7.3×1011 cm-2 eV), small gate leakage current (8.6×10-4 A cm-2 at Vg-Vfb=1 V), and high device reliability. Transmission electron microscopy and x-ray photoelectron spectroscopy support that all these should be attributed to the fact that the nitrogen barrier in the TaON interlayer can effectively block the interdiffusions of Ge and Ta, and the wet-N2 anneal can significantly suppress the growth of unstable low-k GeOx.

Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs.

PubMed

Reeves, Todd D; Hake, Laura E; Chen, Xinnian; Frederick, Jennifer; Rudenga, Kristin; Ludlow, Larry H; O'Connor, Clare M

2018-01-01

Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of presemester workshops at three northeastern research universities, each of which incorporated scientific teaching as the pedagogical content framework. The comparison of GTA PD program outcomes at three different institutions is intended to test theoretical assertions about the key role of contextual factors in GTA PD efficacy. Pretest and posttest surveys were used to assess changes in GTA teaching self-efficacy and anxiety following the workshops, and an objective test was used to assess pedagogical knowledge. Analysis of pretest/posttest data revealed statistically significant gains in GTA teaching self-efficacy and pedagogical knowledge and reductions in teaching anxiety across sites. Changes in teaching anxiety and self-efficacy, but not pedagogical knowledge, differed by training program. Student ratings of GTAs at two sites showed that students had positive perceptions of GTAs in all teaching dimensions, and relatively small differences in student ratings of GTAs were observed between institutions. Divergent findings for some outcome variables suggest that program efficacy was influenced as hypothesized by contextual factors such as GTA teaching experience. © 2018 T. D. Reeves et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous Prompting.

PubMed

Coleman, Mari Beth; Cherry, Rebecca A; Moore, Tara C; Park, Yujeong; Cihak, David F

2015-06-01

The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional materials (i.e., flashcards) were used in the teacher-directed condition. Treatment conditions were compared using an adapted alternating treatments design. Acquisition of sight words occurred in both conditions for all 3 participants; however, each participant either clearly responded better in the teacher-directed condition or reported a preference for the teacher-directed condition when performance was similar with computer-assisted instruction being more efficient. Practical implications and directions for future research are discussed.

TA Professional Development: A Graduate Student's Perspective

NASA Astrophysics Data System (ADS)

Alicea-Munoz, Emily

Graduate Teaching Assistants (GTAs) are essential for teaching large introductory physics classes. In such courses, undergraduates spend approximately half of their in-class contact time in instructional environments (e.g., labs and recitations) supervised by GTAs, which means GTAs can have a large impact on student learning. Therefore it is crucial to adequately prepare GTAs before they first enter the classroom, and to offer them continued support throughout. Since many of the skills required to become effective teachers will also be relevant to their future research careers, it is useful for a GTA preparation program to also include professional development strategies. But what exactly do GTAs get out of these programs? The School of Physics at Georgia Tech runs a preparation and mentoring program for GTAs that focuses on pedagogical knowledge, physics content, and professional development, as well as their intersections. Nearly seventy graduate students have gone through this program in the three years since it was established. Here we discuss the impact this program has had on our GTAs, from their own point of view: the program's effect on their teaching abilities, how it has influenced their attitudes towards teaching, what elements they have found useful, and what changes they have suggested to its curriculum. We find that, in general, GTAs are more receptive when the curriculum is more hands-on and they are presented with frequent opportunities for practice and feedback.

Low emissivity Ag/Ta/glass multilayer thin films deposited by sputtering

DOE Office of Scientific and Technical Information (OSTI.GOV)

Park, Sun Ho; Lee, Kee Sun; Green Home Energy Technology Center, Cheonan City

Ta is deposited on a glass substrate as an interlayer for the two-dimensional growth of Ag thin films because Ta has good thermal stability and can induce a negative surface-energy change in Ag/glass. From the transmission electron microscopy results, we concluded that the Ag crystals in the bottom layer (seemingly on Ag/Ta) were flattened; this was rarely observed in the three-dimensional growth mode. Comparing Ag/Ta/glass with Ag/glass, we found that the Ta interlayer was effective in reducing both the resistance and the emissivity, accompanied by the relatively high transmittance in the visible region. In particular, Ag(9 nm)/Ta(1 nm)/glass film showedmore » 0.08 of the emissivity, including {approx}61% of the transmittance in the visible region (wavelength: 550 nm).« less

76 FR 66756 - Notice of Determinations Regarding Eligibility To Apply for Worker Adjustment Assistance and...

Federal Register 2010, 2011, 2012, 2013, 2014