Auswahl der wissenschaftlichen Literatur zum Thema „Student assistants“
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Zeitschriftenartikel zum Thema "Student assistants"
Wilder, Stanley N. „Student Assistants:“. Journal of Library Administration 21, Nr. 3-4 (30.11.1995): 125–30. http://dx.doi.org/10.1300/j111v21n03_10.
Der volle Inhalt der QuelleFrederiksen, Linda. „Student Assistants“. Public Services Quarterly 14, Nr. 3 (03.07.2018): 250–54. http://dx.doi.org/10.1080/15228959.2018.1485535.
Der volle Inhalt der QuelleScott, Melissa, Debra Hrelic, C. Elise Thompson, Yeoun Kim-Godwin und Omar Alzaghari. „Establishing guidelines for teaching assistants in an online accelerated RN-BSN program“. Journal of Educational Research and Reviews 9, Nr. 11 (17.11.2021): 297–302. http://dx.doi.org/10.33495/jerr_v9i11.21.153.
Der volle Inhalt der QuelleSullo, Elaine. „First-Year Library Student Assistants Have Better Information Literacy Skills, and Demonstrate a Larger Increase in these Skills, Compared to Their First-Year Peers“. Evidence Based Library and Information Practice 10, Nr. 4 (13.12.2015): 227. http://dx.doi.org/10.18438/b89s3m.
Der volle Inhalt der QuellePudjastawa, Astrid Wangsagirindra. „CANTRIK CULTURAL ADAPTATION: STUDENT’S ROLE AS TEACHER ASSISTANT IN MAXIMIZING CLASS LEARNING PROCESS“. ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 5, Nr. 2 (29.12.2021): 213. http://dx.doi.org/10.17977/um006v5i22021p213-220.
Der volle Inhalt der QuelleMateffy, L. A., und C. Wegner. „Student Research Assistants“. American Journal of Occupational Therapy 40, Nr. 6 (01.06.1986): 433. http://dx.doi.org/10.5014/ajot.40.6.433b.
Der volle Inhalt der QuellePower, June L. „TRAINING STUDENT ASSISTANTS“. Journal of Access Services 3, Nr. 4 (26.07.2006): 79–84. http://dx.doi.org/10.1300/j204v03n04_07.
Der volle Inhalt der QuelleLee, Gabriel, Courtney Shihabuddin und Bashar Shihabuddin. „533 Student Undergrad Researchers’ Race, Ethnicity, And Language in a Student-Run Free Clinic (SURREAL)“. Journal of Clinical and Translational Science 8, s1 (April 2024): 158–59. http://dx.doi.org/10.1017/cts.2024.455.
Der volle Inhalt der QuelleMestre, Lori S., und Jessica M. LeCrone. „Elevating the Student Assistant: An Integrated Development Program for Student Library Assistants“. College & Undergraduate Libraries 22, Nr. 1 (02.01.2015): 1–20. http://dx.doi.org/10.1080/10691316.2015.1001240.
Der volle Inhalt der QuelleBeveridge, Mary I. „Student Assistants in Libraries:“. Journal of Library Administration 21, Nr. 3-4 (30.11.1995): 147–59. http://dx.doi.org/10.1300/j111v21n03_13.
Der volle Inhalt der QuelleDissertationen zum Thema "Student assistants"
Hasson, Felicity. „Student nurses' perceptions of the role of the healthcare assistant and the influence of assistants on students clinical learning“. Thesis, Ulster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593884.
Der volle Inhalt der QuelleTulane, Sarah S. „Effectiveness of Graduate Teaching Assistants“. DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/463.
Der volle Inhalt der QuelleSong, Yanjie, und 宋燕捷. „Educational uses of PDAs (personal digital assistants): undergraduate student experiences“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841410.
Der volle Inhalt der QuelleSong, Yanjie. „Educational uses of PDAs (personal digital assistants) undergraduate student experiences /“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841410.
Der volle Inhalt der QuelleChantaraks, Nilobol. „Student Perception of Nonverbal Behaviors of International TAs“. Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500476/.
Der volle Inhalt der QuelleSchoerner, Jacob, und Miguel Müller. „Automated Assignment of Lab Assistants to Student Presentations at KTH Lab Sessions“. Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-229694.
Der volle Inhalt der QuelleFörfattarna studerar labbpresentationer vid KTH. I nuläget baserar sig labbassistenter på First In First Out-principen när de bestämmer vilken ordning de ska besöka de olika studentgrupperna som har markerat sig som redo att presentera. Författarna undersöker huruvida Shortest Job Next-principen kan ge ett betydande övertag i antal presentationer per tidsenhet. De skapar en simulation av ett labbtillfälle och testar simulationen mot både FIFO och SJN, under ett antal olika värden på tid per presentation, antal tillgängliga övningsassistenter och antal rum i labbsessionen. Det visar sig att Shortest Job Next ger ett konsekvent högre antal presentationer per tidsenhet, men att den också medför en risk att vissa grupper får vänta väldigt länge på att presentera. Effekten på antal avklarade presentationer är som störst när tiden per presentation är låg och antalet rum är stort.
Wernicke, Helga. „A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehension“. Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Spring2005/h%5Fwernicke%5F042905.pdf.
Der volle Inhalt der QuelleWalters, Emily M. „The Importance of Response to ELL Student Writing: IEP Instructors and Teaching Assistants“. University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366562311.
Der volle Inhalt der QuelleHolz, Patricia M. „Effect of the academic instructor visit on the occupational therapy assistant student experience during Fieldwork 2 at Fox Valley Technical College“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998holzp.pdf.
Der volle Inhalt der QuelleOvathanasin, Teeranai Nong. „Perceived job satisfaction of Resident Assistants in student housing at three Florida public universities“. Thesis, Florida Atlantic University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3730735.
Der volle Inhalt der QuelleThe purpose of this study was to determine differences in satisfaction of public university Resident Assistants (RAs) with regard to several job satisfaction factors identified on the Resident Assistant Satisfaction Survey (RASS), specifically as compared to Casey’s (2009) normative sample of RAs in privatized university housing. The RASS outlined eight Employment Aspect Factors and three Criterion Factors to determine RA job satisfaction. This study also determined if there were differences in job satisfaction for public university RAs based on gender, racial ethnic identification, or academic class standing. Resident Assistants from three Research I Florida institutions in the United States completed the RASS. There has been very little research identifying the factors influencing job satisfaction of paraprofessional RAs, specifically at Florida public institutions of higher education and as compared to a privatized university housing company. Experiencing dissatisfaction with the job can negatively affect a Resident Assistant as both staff and student. In turn, it can lead to an overall poor job performance, which could be detrimental to students living in the residence halls. This study added to the current body of research and ascertained ways in which the RA position could be improved based on identified differences and determinants of student staff satisfaction. The results that were compiled and presented demonstrate a significant difference in satisfaction on the factors of supervisor, institution, pay, facilities, intended tenure and non-involvement between public university housing RAs and privatized housing company RAs. A significant difference was also found in job satisfaction for gender in regards to promotions, but no significant differences were found based on racial ethnic identification. A significant difference was found in job satisfaction for academic class standing in regards to pay, general affect, and non-involvement. The significance and recommendations for higher education practitioners was discussed. Implications and recommendations for future research were also suggested, which included improvements in job training, recognition initiatives, staff development, and other housing aspects.
Bücher zum Thema "Student assistants"
G, Yee Sandra, und Bullard Rita, Hrsg. Training student library assistants. Chicago: American Library Association, 1991.
Den vollen Inhalt der Quelle findenK, Black William, Hrsg. Libraries and student assistants: Critical links. New York: Haworth Press, 1995.
Den vollen Inhalt der Quelle findenL, Moore Emily, Hrsg. Student affairs staff as teachers. San Francisco, Calif: Jossey-Bass, 2007.
Den vollen Inhalt der Quelle findenBard, Therese Bissen. Student assistants in the school library media center. Englewood, Colo: Libraries Unlimited, 1999.
Den vollen Inhalt der Quelle findenD, Scott Michael. Agents for change: A primer for graduate teaching assistants. Chico, Calif: Trustees of the California State University, 1990.
Den vollen Inhalt der Quelle findenKinn, Mary E. Student review manual for The administrative medical assistant. 2. Aufl. Philadelphia: W.B. Saunders, 1988.
Den vollen Inhalt der Quelle findenKinn, Mary E. Student review for The medical assistant, administrative and clinical. 6. Aufl. Philadelphia: W.B. Saunders Co., 1989.
Den vollen Inhalt der Quelle finden1942-, Onishi Esther, und Irish Barbara 1955-, Hrsg. Tech team: Student technology assistants in the elementary & middle school. Worthington, Ohio: Linworth Pub., 1998.
Den vollen Inhalt der Quelle findenD, Kathman Michael, und Kathman Jane McGurn, Hrsg. Managing student workers in college libraries. Chicago, IL: College Library Information Packet Committee, College Libraries Section, Association of College and Research Libraries, 1994.
Den vollen Inhalt der Quelle findenA, Baldwin David. Supervising student employees in academic libraries. Englewood, Colo: Libraries Unlimited, 1991.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Student assistants"
Lai, Yvonne, Wendy M. Smith, Nathan P. Wakefield, Erica R. Miller, Julia St Goar, Corbin M. Groothuis und Kelsey M. Wells. „Characterizing Mathematics Graduate Student Teaching Assistants’ Opportunities to Learn from Teaching“. In Association for Women in Mathematics Series, 73–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44950-0_6.
Der volle Inhalt der QuelleMohlake, Mosimaneotsile M., und Moshia Agnes Mohale. „Student Assistants’ Perceived Leadership Impact of Artificial Intelligence on the Reading and Writing Landscape“. In Atlantis Highlights in Social Sciences, Education and Humanities, 150–62. Dordrecht: Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-439-6_11.
Der volle Inhalt der QuellePfirman, Stephanie, und Gisela Winckler. „Perspectives on Teaching Climate Change: Two Decades of Evolving Approaches“. In Transforming Education for Sustainability, 325–45. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13536-1_19.
Der volle Inhalt der QuelleNěmec, Zbyněk. „“They Respect Me as a Person Who Can Help” Roma Teaching Assistants in the Czech Republic“. In To Be a Minority Teacher in a Foreign Culture, 365–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_23.
Der volle Inhalt der QuelleBusch, Matthias, Felix Böhm und Ingo Siegert. „“What Can I Study at OVGU?” – An Analysis of the Applicability of Conversational Voice Assistants in Student Advisory Service“. In Lecture Notes in Computer Science, 144–55. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35921-7_10.
Der volle Inhalt der QuelleHilgarth, Alexander, Diego Gormaz-Lobos, Claudia Galarce-Miranda und Sergio Montenegro. „Experiences Involving Student Assistants in Interdisciplinary R&D Projects Using the Example of Aerospace Computing and Bioeconomics: The “HONEYCLOUD” Project“. In Communication and Intelligent Systems, 585–94. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1089-9_46.
Der volle Inhalt der QuelleChen, Penghe, und Yu Lu. „An AI-Powered Teacher Assistant for Student Problem Behavior Diagnosis“. In AI in Learning: Designing the Future, 91–104. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_6.
Der volle Inhalt der QuelleKong, Yi, Nancy Pelaez, Trevor R. Anderson und Jeffrey T. Olimpo. „Examining Teaching Assistants’ (TA) Experiences Facilitating Traditional Versus Active-Learning-Based Tree-Thinking Curricula: TA Perceptions, Student Outcomes, and Implications for Teaching and Learning About Evolution“. In Evolution Education Re-considered, 117–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14698-6_7.
Der volle Inhalt der QuelleKang, Okim, und Meghan Moran. „5. Enhancing Communication between ITAs and US Undergraduate Students“. In ATransdisciplinary Approach to International Teaching Assistants, herausgegeben von Stephen Daniel Looney und Shereen Bhalla, 82–99. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925556-006.
Der volle Inhalt der QuelleÖstlund, Daniel, Thomas Barow, Kajsa Dahlberg und Anette Johansson. „In-between special needs teachers and students“. In Teaching Assistants, Inclusion and Special Educational Needs, 29–45. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003265580-4.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Student assistants"
Rößling, Guido, und Jacqueline Gölz. „Preparing first-time CS student teaching assistants“. In ITiCSE '18: 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3197091.3205829.
Der volle Inhalt der Quelle„Organizing Assistants from EDS Tsinghua University Student Chapter“. In 2007 International Workshop on Electron Devices and Semiconductor Technology (EDST). IEEE, 2007. http://dx.doi.org/10.1109/edst.2007.4289764.
Der volle Inhalt der QuelleRodgers, Kelsey Joy, Farshid Marbouti, Ali Shafaat, Hyunyi Jung und Heidi A. Diefes-Dux. „Influence of teaching assistants' motivation on student learning“. In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044004.
Der volle Inhalt der QuelleGarrod, Charles, Jeffrey Forbes, Colleen Lewis und Peter-Michael Osera. „Mentoring Student Teaching Assistants for Computer Science (Abstract Only)“. In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2839509.2850480.
Der volle Inhalt der QuelleHuang, Victor, und Armando Fox. „A Climate-First Approach to Training Student Teaching Assistants“. In SIGCSE 2023: The 54th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3545945.3569826.
Der volle Inhalt der QuelleWhite, Jada-Simone S., Ben Van Dusen und Edward A. Roualdes. „The impacts of learning assistants on student learning of physics“. In 2016 Physics Education Research Conference. American Association of Physics Teachers, 2016. http://dx.doi.org/10.1119/perc.2016.pr.091.
Der volle Inhalt der Quelle„Exploration and Research of Counselor Assistants in College Student Work“. In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.135.
Der volle Inhalt der QuelleDi Benedetti, Matteo, Harry Day und Sarah Archibald. „Scaling-up practical teaching: the one-thousand student week“. In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1286.
Der volle Inhalt der QuelleTeasdale, Rachel, Kelsey Bitting und Katherine Ryker. „STUDENT AND TEACHING ASSISTANTS’ PERSPECTIVES ON INCREASING STUDENT INTEREST FOR LEARNING IN INTRODUCTORY GEOLOGY COURSES“. In GSA Connects 2021 in Portland, Oregon. Geological Society of America, 2021. http://dx.doi.org/10.1130/abs/2021am-369880.
Der volle Inhalt der QuelleVan Dusen, Ben, Jada-Simone S. White und Edward A. Roualdes. „The Impact of Learning Assistants on Inequities in Physics Student Outcomes“. In 2016 Physics Education Research Conference. American Association of Physics Teachers, 2016. http://dx.doi.org/10.1119/perc.2016.pr.085.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Student assistants"
Oliver, Daniel, Robert Fairlie, Glenn Millhauser und Randa Roland. Minority Student and Teaching Assistant Interactions in STEM. Cambridge, MA: National Bureau of Economic Research, April 2021. http://dx.doi.org/10.3386/w28719.
Der volle Inhalt der QuelleBettinger, Eric, und Bridget Terry Long. Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success. Cambridge, MA: National Bureau of Economic Research, März 2004. http://dx.doi.org/10.3386/w10370.
Der volle Inhalt der QuelleЛукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.
Der volle Inhalt der QuelleAbraham, Katharine, und Melissa Clark. Financial Aid and Students' College Decisions: Evidence from the District of Columbia's Tuition Assistance Grant Program. Cambridge, MA: National Bureau of Economic Research, November 2003. http://dx.doi.org/10.3386/w10112.
Der volle Inhalt der QuelleMaier, Anna. Technical assistance for community schools: Enabling strong implementation. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/222.688.
Der volle Inhalt der QuelleKenney-Moore, Patricia. "Like Drinking Water Out of a Fire Hydrant" Medical Education as Transformation: A Naturalistic Inquiry Into the Physician Assistant Student Experience. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2707.
Der volle Inhalt der QuelleWang, Victoria, Melanie Leung-Gagné, Hanna Melnick und Marjorie Wechsler. Universal prekindergarten expansion in California: Progress and opportunitites. Learning Policy Institute, Juli 2024. http://dx.doi.org/10.54300/597.103.
Der volle Inhalt der QuelleAlexander, Serena, Luana Chen und Maxwell Belote-Broussard. Exploring Equity Frameworks for a Cross-Jurisdictional Vehicle Miles Traveled Mitigation Program in Santa Clara County. Mineta Transportation Institute, Mai 2024. http://dx.doi.org/10.31979/mti.2024.2346.
Der volle Inhalt der QuelleMintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3866.
Der volle Inhalt der QuelleConnor, Helene, und Leo Buccahan. Leadership Through Peer Mediation. Unitec ePress, Juli 2017. http://dx.doi.org/10.34074/rsrp.metro12017.
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