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Scholarship of Teaching and Learning
University of Nebraska - Lincoln
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Articles 1 - 3 of 3
Full-Text Articles in Education
Teaching Assistant Responses To Covid-19: Investigating Relationships Between Stress, Self-Efficacy, And Approaches To Teaching, Cody R. Smith, Deepika Menon, Annette Wierzbicki, Jenny Dauer
Teaching Assistant Responses To Covid-19: Investigating Relationships Between Stress, Self-Efficacy, And Approaches To Teaching, Cody R. Smith, Deepika Menon, Annette Wierzbicki, Jenny Dauer
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This study investigates the self-efficacy of undergraduate and graduate TAs associated with changes in instruction after the COVID-19 disruption to the spring 2020 semester.
Guiding research questions include: (i) What are the relationships among TA teacher efficacy and stress resulting from the COVID-19 disruption? (ii) What experiences do TAs describe that contribute to their stress and teacher efficacy?
Implications of the results for supporting TAs during similarly stressful events and circumstances are discussed.
The Nuts And Bolts Of Running A Graduate Student-Led Science Outreach Program, Matthew Mccune, Deepika Menon, Kevin Tarwater, Christopher Owens
The Nuts And Bolts Of Running A Graduate Student-Led Science Outreach Program, Matthew Mccune, Deepika Menon, Kevin Tarwater, Christopher Owens
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Abstract submitted for the PSF13 meeting of the American Physical Society, October 12, 2013 about the nuts and bolts of running a graduate student-led science outreach program.
Series Editors' Foreword: Placing Practitioner Knowledge At The Center Of Teacher Education., Edmund T. Hamann, Rodney Hopson
Series Editors' Foreword: Placing Practitioner Knowledge At The Center Of Teacher Education., Edmund T. Hamann, Rodney Hopson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The starting point for this book is a new phase—the Carnegie Program for the Education Doctorate (CPED)—of the longstanding dilemma of whether and how to to distinguish advanced graduate education for the Doctorate of Philosophy (PhD) in education from the Doctorate of Education (EdD). EdD graduates should have gained not just in knowledge, but also in capability—to not only know new things, but to be able to do new practices and/or engage previous skills and practices more effectively.