Bibliografie tematiche / Student assistants

Letteratura scientifica selezionata sul tema "Student assistants"

Autore: Grafiati
Pubblicato: 25 luglio 2024
Ultima modifica: 26 luglio 2024

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Articoli di riviste sul tema "Student assistants"

1

Wilder, Stanley N. "Student Assistants:". Journal of Library Administration 21, n. 3-4 (30 novembre 1995): 125–30. http://dx.doi.org/10.1300/j111v21n03_10.

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Frederiksen, Linda. "Student Assistants". Public Services Quarterly 14, n. 3 (3 luglio 2018): 250–54. http://dx.doi.org/10.1080/15228959.2018.1485535.

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Scott, Melissa, Debra Hrelic, C. Elise Thompson, Yeoun Kim-Godwin e Omar Alzaghari. "Establishing guidelines for teaching assistants in an online accelerated RN-BSN program". Journal of Educational Research and Reviews 9, n. 11 (17 novembre 2021): 297–302. http://dx.doi.org/10.33495/jerr_v9i11.21.153.

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Effectively using teaching assistants is one strategy that can enhance engagement in a Community of Inquiry. This pilot study aimed to determine: 1) if standardized guidelines for teaching assistants improved student perceptions of the Community of Inquiry and 2) faculty satisfaction and intent to use the guidelines after study completion. A two-phase approach using the Community of Inquiry survey and open-ended questions assessed student perceptions of online learning and teaching assistant performance. Phase 1 data were used to develop teaching assistant guidelines. The guidelines were implemented in phase 2, and the survey was repeated. Faculty perceptions of the guidelines were ascertained through a separate survey. Descriptive and bivariate statistics measured quantitative data. Narrative analysis and NVivo software explored open-ended items.Students surveyed in Phase 1 reported positive perceptions of the Community of Inquiry on a 5-point Likert Scale (with 1 indicating strongly agree ad 2 indicating agree). Phase 2 revealed that students maintained positive perceptions of the Community of Inquiry, however, they were less positive than Phase 1. T-tests indicated no improvement in student perceptions after guideline implementation. Student concerns regarding the teaching assistant's performance were consistent in both phases. The faculty found guidelines helpful and intended to use them in the future. Student perceptions of Community of Inquiry in courses utilizing guidelines wereless positive than students taking classes without guidelines. Multifactorial issues, mainly COVID-19, impacted survey participation, engagement, andimplementation of guidelines. Despite this, findings led faculty to determine best practices for teaching assistants in accelerated online courses. Keywords: Teaching assistants, online learning, community of inquiry, guidelines.
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Sullo, 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, n. 4 (13 dicembre 2015): 227. http://dx.doi.org/10.18438/b89s3m.

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A Review of: Folk, A. L. (2014). How well are we preparing them?: An assessment of first-year library student assistants’ information literacy skills. College & Undergraduate Libraries, 21(2), 177-192. http://dx.doi.org/10.1080/10691316.2013.829377 Objective – To examine the information literacy skills of first year library student assistants, in comparison to first year students who are not library assistants. Additionally, the study investigates whether information literacy skills of library student assistants increased more than those of the general student population during their first semester at college. Design – Pretest/posttest. Setting – Two regional campuses of a research university in the United States of America. Subjects – First-year students, including library student assistants and students in the Freshman Seminar course. At one regional campus, 103 first-year students, including 5 library student assistants, completed the pretest. At the same campus, 75 first year students, including 5 library student assistants, completed the posttest. At the other campus, 30 first-year students, including 3 library student assistants, completed the pretest, and 26 first-year students, including 2 library student assistants, completed the posttest. Methods – The researcher distributed a pretest and posttest that included demographic questions and 11 items related to information literacy to first-year students. The pretest was given within the first two weeks of the fall semester, before the students attended library instructional sessions. At one campus, the library student assistants took the pretest at the beginning of their first shift, while at the second campus, the library student assistants completed the pretest within the first two weeks of the semester. The posttest was given to participants within the last two weeks of classes during the fall semester. Main Results – On the pretest, the library student assistant scores ranged from 6 to 10, out of a maximum of 11 points. For the posttest, these students had scores that ranged from 8 to 11. Both of these score ranges were higher than the mean score of the general first-year students. The mean of the pretest scores of the general first-year students was 5.95 points out of 11 points with a mean score of 54.1%, while the mean of the pretest scores for the library student assistants was 8.13, or 73.9%. The mean of the posttest scores for the general first-year students was 7.29, or 66.3%, while the mean of the posttest scores for the library student assistants was 9.43, or 85.7%. No students earned a perfect score on the pretest. On the posttest, 29% of the library student assistants scored a perfect 11 points, while only 4% of the general first-year students earned a perfect score. In comparing pretest to posttest scores, the general first-year students’ mean score increased 1.34 points, while the mean score of the library student assistants increased by 1.3 points. The library student assistants scored higher than the general first-year students on both the pretest and posttest; these numbers are statistically significant. The author reports that the increase in the mean scores from the pretest to the posttest for the library student assistants is not statistically significant. On the other hand, the increase of the mean scores from the pretest to the posttest for the general first-year students is statistically significant (p. 186). Conclusions – The author concludes that the information literacy skills of first-year library student assistants are better than general first-year students. This information is valuable to librarians who wish to gauge how well they are doing in regards to teaching information literacy skills to library student assistants. Additionally, librarians can better understand how their instruction is contributing to the library student assistants’ educational experiences in general as well as their future as lifelong learners.
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Pudjastawa, 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, n. 2 (29 dicembre 2021): 213. http://dx.doi.org/10.17977/um006v5i22021p213-220.

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In the era of the COVID-19 pandemic, a teacher is required to be responsible for his students, in terms of student achievement, health, safety, and welfare. In the learning process in the classroom, teachers are expected to minimize discrimination in the classroom and seek intensive guidance for students with special needs. In Javanese culture, cantrik is known, namely, someone who always follows the teacher; this cantrik culture is close to the term assistance in this modern era. A teacher assistant is someone who supports teacher learning in the classroom. To realize educational services that are following the abilities of each student from each group in the classroom in this era of the COVID-19 pandemic, a teacher should maximize the level of service by taking an assistant from among the students. Assistants from among students can improve student skills, self-confidence and provide a learning atmosphere based on diversity.: In the era of the COVID-19 pandemic, a teacher is required to be responsible for his students, in terms of student achievement, health, safety, and welfare. In the learning process in the classroom, teachers are expected to minimize discrimination in the classroom and seek intensive guidance for students with special needs. In Javanese culture, cantrik is known, namely, someone who always follows the teacher; this cantrik culture is close to the term assistance in this modern era. A teacher assistant is someone who supports teacher learning in the classroom. To realize educational services that are following the abilities of each student from each group in the classroom in this era of the COVID-19 pandemic, a teacher should maximize the level of service by taking an assistant from among the students. Assistants from among students can improve student skills, self-confidence and provide a learning atmosphere based on diversity.
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Mateffy, L. A., e C. Wegner. "Student Research Assistants". American Journal of Occupational Therapy 40, n. 6 (1 giugno 1986): 433. http://dx.doi.org/10.5014/ajot.40.6.433b.

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Power, June L. "TRAINING STUDENT ASSISTANTS". Journal of Access Services 3, n. 4 (26 luglio 2006): 79–84. http://dx.doi.org/10.1300/j204v03n04_07.

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Lee, Gabriel, Courtney Shihabuddin e 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 (aprile 2024): 158–59. http://dx.doi.org/10.1017/cts.2024.455.

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OBJECTIVES/GOALS: Our primary objective is to determine the demographic and linguistic characteristics of student research assistants (SRAs) in a large student-run free clinic associated with a mid-western university. Our secondary objective was to determine if the SRAs perceived any impact of those characteristics on their duties and ability to conduct research. METHODS/STUDY POPULATION: We plan to conduct a 15-question electronic survey of Student Research Assistants at the student run free clinic. There are a variety of projects that require varying levels of commitment from researchers, which will be aggregated. This survey has been modified from a previously validated survey that focused on the demographic and linguistic characteristics of pediatric research coordinators. This survey will be emailed out to student research assistants and will be done over a period of 3 months. The study population will be predominantly undergraduate students who are all interested in a career in healthcare, ages expected to range from 18-25. RESULTS/ANTICIPATED RESULTS: We anticipate that the majority of student research assistants will be older students and will be students who identify as non-white/caucasian, as the majority of students volunteering at this free clinic do not identify as white. Additionally, we anticipate that students will feel that their racial/ethnic identity will positively impact their recruitment efforts. We also anticipate that the ability of a student research assistant to speak another language is expected to positively affect their perceived recruitment efforts. We also anticipate that gender will influence the student researchers’ perceptions of their recruitment efforts. DISCUSSION/SIGNIFICANCE: An individual’s background can directly impact how they perceive their contributions towards research. Considering the paucity in research for underinsured and uninsured and the rise in undergraduate student research assistants, optimizing research efforts and SRA confidence is essential to increase the accuracy and efficiency of research.
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Mestre, Lori S., e Jessica M. LeCrone. "Elevating the Student Assistant: An Integrated Development Program for Student Library Assistants". College & Undergraduate Libraries 22, n. 1 (2 gennaio 2015): 1–20. http://dx.doi.org/10.1080/10691316.2015.1001240.

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Beveridge, Mary I. "Student Assistants in Libraries:". Journal of Library Administration 21, n. 3-4 (30 novembre 1995): 147–59. http://dx.doi.org/10.1300/j111v21n03_13.

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Tesi sul tema "Student assistants"

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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.

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Aims and objectives: The aim of this study was to explore health care assistants' (HCAs) role and influence on student nurses' clinical learning experience. Objectives induded the identification of pertinent issues relating to HCAs and students' learning in the clinical environment; the exploration of the differences and similarities of the work student nurses and HeA, their perceptions and experiences of roles and the identification of the impact of the HCAs role on the quality of student's clinical learning. Theoretical framework: To understand the relationship between HCA's and student nurses a symbolic interactionist framework was adopted, which is concerned with how people define and redefine themselves and their situation. Method: A three phased sequential exploratory mixed method research design was used, which involved a combination of prioritised qualitative and quantitative research approaches. In the first phase focus groups and interviews were undertaken witb 45 purposively selected student nurses whilst a questionnaire was disseminated in phase two to 439 students from both adult and mental health branch. The final phase involved oneto- one semi-structured interviews witb a III HCAs across private and public clinical settings. Results from the first analysis were used to inform the second phase of data collection and similarly, results from the second analysis were used to inform the third phase of data collection. Results: The study findings have provided an in sight into a range of contextual issues that influence the interactions and relationship between HCAs and student nurses which have a positive and negative influence on clinical learning experience and roles. Results demonstrate that HCAs playa major part in the education of student nurses with regards basic, clinical, and non-clinical tasks, with and without the approval of registered staff. Their participation was justified based on mentor unavailability, their closeness to the student and the patient. Conclusion: Mechanisms of workforce planning need to pay particular attention to the expanding role of assistants as it has the potential to alter patterns of work and affect current educational approaches.
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Tulane, Sarah S. "Effectiveness of Graduate Teaching Assistants". DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/463.

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The purpose of this study was to identify in which areas of teaching assistant responsibilities graduate teaching assistants, professors, and students viewed TAs as knowledgeable, and in which areas of teaching assistant responsibilities graduate teaching assistants, professors, and students viewed TAs as utilized. Specifically, the purpose of the study was to determine whether teaching assistants were utilized or perceived as knowledgeable in curriculum development, course maintenance, teaching responsibilities, and mentoring. Teaching assistants, students, and instructors (n = 233) were administered a survey purposed to measure TAs' effectiveness based on their utility and knowledge in four areas of TA responsibilities: curriculum development, course maintenance, teaching responsibilities, and mentoring. All three participant groups perceived that TAs were utilized in course maintenance and mentoring, and they perceived the TAs were knowledgeable in course maintenance, teaching responsibilities, and mentoring. Overall, instructors viewed TAs as more knowledgeable than did the TA participant group, and the TA participant group viewed themselves as more knowledgeable than did the student participant group.
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Song, Yanjie, e 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.

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Song, 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.

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Chantaraks, Nilobol. "Student Perception of Nonverbal Behaviors of International TAs". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500476/.

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Six hundred sixty-six students were queried at the University of North Texas. The appropriate use of nonverbal behaviors of international and U.S. American TAs was surveyed. An eleven item questionnaire (Teacher Nonverbal Measure) was utilized. These questions were tested by an ANOVA. Data indicated that international TAs are less likely to use appropriate nonverbal behaviors than U.S. American TAs. Thus, it is possible to assume that international TAs are more likely to be perceived as using inappropriate nonverbal behaviors than U.S. American TAs. Also, communication competence was investigated. The Communication Skill Rating Scale was utilized and tested by ANOVA. Results indicate that international TAs are viewed as significantly less competent than U.S. American TAs.
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Schoerner, Jacob, e 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.

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The authors study the case of lab presentations at KTH. Currently, lab assistants follow the First In First Out principle when deciding what student presentation to visit first. The authors study whether the Shortest Job Next discipline can give a significant advantage in presentation throughput. They create a simulation of a lab session, and simulate sessions with both SJN and FIFO, and varying values of time per presentation, number of assistants and number of lab rooms in the session. It is shown that Shortest Job Next gives a consistently higher number of presentations, but also on average a longer maximum waiting time. The effect on number of handled presentations is the highest when the time per presentation is low and the number of rooms is high.
Författarna 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.
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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.

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Walters, 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.

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Holz, 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.

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Ovathanasin, 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.

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The 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.

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Libri sul tema "Student assistants"

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G, Yee Sandra, e Bullard Rita, a cura di. Training student library assistants. Chicago: American Library Association, 1991.

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K, Black William, a cura di. Libraries and student assistants: Critical links. New York: Haworth Press, 1995.

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L, Moore Emily, a cura di. Student affairs staff as teachers. San Francisco, Calif: Jossey-Bass, 2007.

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Student assistants in the school library media center. Englewood, Colo: Libraries Unlimited, 1999.

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D, Scott Michael. Agents for change: A primer for graduate teaching assistants. Chico, Calif: Trustees of the California State University, 1990.

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Kinn, Mary E. Student review manual for The administrative medical assistant. 2a ed. Philadelphia: W.B. Saunders, 1988.

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Kinn, Mary E. Student review for The medical assistant, administrative and clinical. 6a ed. Philadelphia: W.B. Saunders Co., 1989.

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1942-, Onishi Esther, e Irish Barbara 1955-, a cura di. Tech team: Student technology assistants in the elementary & middle school. Worthington, Ohio: Linworth Pub., 1998.

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D, Kathman Michael, e Kathman Jane McGurn, a cura di. Managing student workers in college libraries. Chicago, IL: College Library Information Packet Committee, College Libraries Section, Association of College and Research Libraries, 1994.

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A, Baldwin David. Supervising student employees in academic libraries. Englewood, Colo: Libraries Unlimited, 1991.

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Capitoli di libri sul tema "Student assistants"

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Lai, Yvonne, Wendy M. Smith, Nathan P. Wakefield, Erica R. Miller, Julia St Goar, Corbin M. Groothuis e 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.

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Mohlake, Mosimaneotsile M., e 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.

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Pfirman, Stephanie, e 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.

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AbstractSince 1996, Columbia University and Barnard College have required that undergraduate environmental majors take “Earth’s Environmental Systems: Climate.” The class is co-taught by 2–3 professors and is offered by different teams in fall and spring semesters. As one of the longest, continuously running, required classes on climate in the world, tracing changes in the content of this class, as well as the perspectives of its professors and students, provides insight into the evolution of climate change from a component of Earth’s system, to an international crisis. This chapter discusses the experiences of teaching undergraduate students - both science majors and non-majors - about Earth’s climate system and the risks facing the planet and society. Drawing on 845 student course evaluations and 20 survey responses from co-teachers and teaching assistants, we trace how the course, students, and faculty have evolved over two decades (1996–2018) as the earth warmed, environmental and ecosystems changed, projections of future impacts became more robust, demand for adaptation strategies and mitigation actions increased, and public discourse became polarized. We reflect on how, as we adjusted to these trends, we moved beyond our scientific training to discuss decision-making and actions within an increasingly charged national discourse.
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Němec, 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.

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AbstractIn the Czech Republic, where Roma represent the largest ethnic minority, Roma teaching assistants have been an irreplaceable form of support for the education of socially disadvantaged students for more than two decades. This chapter draws on experience from various research projects that took place from 2012 to 2019, and focuses on the benefits of the work of Roma teaching assistants in the education of socially disadvantaged Roma students; data were obtained through semi-structured interviews and subjected to a thematic analysis, using basic elements of grounded theory. According to research, the main responsibilities of Roma assistants include assisting teachers in the education of socially disadvantaged Roma students during lessons, tutoring Roma students, providing psychosocial support for these students, organising leisure activities for these students, and supporting communication between the school and the Roma students’ families. Having a deep knowledge of Roma students, their needs and cultural specifics, Roma assistants can also represent an important information resource for teachers; the ethnicity of Roma assistants can also be beneficial in overcoming language barriers – if both the Roma assistant and the students or their parents speak Romani, the assistant can translate and interpret for teachers and other school staff. At a general level, cooperation of Roma assistants and non-Roma teachers can serve as a model for relations between Roma and non-Roma students and thus remove prejudices and barriers in society.
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Busch, Matthias, Felix Böhm e 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.

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Hilgarth, Alexander, Diego Gormaz-Lobos, Claudia Galarce-Miranda e 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.

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Chen, Penghe, e 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.

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AbstractStudent problem behavior refers to the students’ undesirable conducts and actions in schools. These behaviors severely affect students’ growth and development. In many cases, student problem behaviors are caused by the unsatisfied psychological needs, which are defined as the need deficiency. Hence, diagnosing students’ need deficiencies and regulating their problem behaviors are important educational tasks. The previous psychological studies have analyzed how distinct factors might affect student’s problem behaviors. However, the school teachers without such expertise may still encounter difficulties in applying these findings. Hence, this chapter describes the process of designing and implementing an intelligent teacher assistant, which could advise teachers and help them to handle the student problem behavior. Technically, it utilizes a task-oriented dialogue system to help identify the underlying reasons (i.e., the student need deficiency) behind their problem behaviors, and accordingly relies on a community question answering system to provide the advice. It also employs the semantic search technology to find the similar cases that have been well resolved by the experienced teachers.
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Kong, Yi, Nancy Pelaez, Trevor R. Anderson e 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.

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Kang, Okim, e Meghan Moran. "5. Enhancing Communication between ITAs and US Undergraduate Students". In ATransdisciplinary Approach to International Teaching Assistants, a cura di Stephen Daniel Looney e Shereen Bhalla, 82–99. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925556-006.

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Östlund, Daniel, Thomas Barow, Kajsa Dahlberg e 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.

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Atti di convegni sul tema "Student assistants"

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Rößling, Guido, e 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.

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"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.

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Rodgers, Kelsey Joy, Farshid Marbouti, Ali Shafaat, Hyunyi Jung e 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.

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Garrod, Charles, Jeffrey Forbes, Colleen Lewis e 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.

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Huang, Victor, e 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.

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White, Jada-Simone S., Ben Van Dusen e 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.

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"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.

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Di Benedetti, Matteo, Harry Day e 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.

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Abstract (sommario):
Multidisciplinary Engineering Education (MEE) is a specialist department at the University of Sheffield, dedicated to the practical teaching of all the University’s engineering students. To deliver this, MEE has a unique building comprising workshops, study spaces, and most importantly 16 laboratories offering a spectrum of lab activities to a population of approximately 4000 students. Effectively managing our resources (staff, equipment, lab space) is challenging due to the heavy demand of student numbers, but an effective approach allows at-scale teaching while ensuring the institutional vision of teaching excellence. This paper presents the approaches used to optimise the “Cantilever Truss” activity, taking place in the MEE Structures Lab. Over the last 5 years, several key stakeholders helped develop this activity’s efficiency and scalability which include academics, technicians, MEE’s timetabling manager and teaching assistants. The key factors in developing the activity were; tuning the learning outcomes for transferability across 3 major courses, optimising the activity tasks for constructive alignment, cross-departmental timetable management, and specialised training for the teaching assistants. The improvements are measured by several teaching design parameters (teaching hours, student numbers, lab “up-time”, cross-disciplinarity), and considered alongside information gathered from teacher reflection forms as well as informal student feedback. This paper discusses how the approaches used have yielded value in optimisation and improvement, before suggesting general elements that could be useful ‘take-aways’ for different contexts and institutions.
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Teasdale, Rachel, Kelsey Bitting e 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.

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Van Dusen, Ben, Jada-Simone S. White e 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.

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Rapporti di organizzazioni sul tema "Student assistants"

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Oliver, Daniel, Robert Fairlie, Glenn Millhauser e Randa Roland. Minority Student and Teaching Assistant Interactions in STEM. Cambridge, MA: National Bureau of Economic Research, aprile 2021. http://dx.doi.org/10.3386/w28719.

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Bettinger, Eric, e 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, marzo 2004. http://dx.doi.org/10.3386/w10370.

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Лукаш, ,. 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.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Abraham, Katharine, e 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, novembre 2003. http://dx.doi.org/10.3386/w10112.

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Maier, Anna. Technical assistance for community schools: Enabling strong implementation. Learning Policy Institute, agosto 2022. http://dx.doi.org/10.54300/222.688.

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A growing number of states are launching community school initiatives to ensure family and community engagement, provide enriched and expanded learning, and offer integrated supports for students. This brief offers examples from the National Center for Community Schools and from New York, New Mexico, and California showing how technical assistance can build capacity through consultation, training, coaching, and knowledge building. These examples indicate the ways that states are designing technical assistance (TA) systems to support practitioners, the value of providing differentiated TA supports, and the impact of cross-sector partnerships on TA provision.
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Kenney-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, gennaio 2000. http://dx.doi.org/10.15760/etd.2707.

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Wang, Victoria, Melanie Leung-Gagné, Hanna Melnick e Marjorie Wechsler. Universal prekindergarten expansion in California: Progress and opportunitites. Learning Policy Institute, luglio 2024. http://dx.doi.org/10.54300/597.103.

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This report provides an update on UPK implementation across the state through an analysis of survey responses from 1,384 LEAs, which represent almost all (95%) public school districts and two thirds (65%) of charter schools that serve elementary grades. Findings provide insights into LEAs’ progress in UPK implementation related to service delivery models, facilities and transportation, instruction and assessment, strategies to support student needs, workforce development, implementation challenges, and technical assistance needs.
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Alexander, Serena, Luana Chen e Maxwell Belote-Broussard. Exploring Equity Frameworks for a Cross-Jurisdictional Vehicle Miles Traveled Mitigation Program in Santa Clara County. Mineta Transportation Institute, maggio 2024. http://dx.doi.org/10.31979/mti.2024.2346.

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The Santa Clara Valley Transportation Authority (VTA) partnered with a Mineta Transportation Institute (MTI) research team and San José State University (SJSU) students for assistance in developing the equity framework for the agency’s proposed Equitable Vehicle Miles Traveled (VMT) Mitigation Program. The goal of the program is to reduce the amount of driving generated from new developments in Santa Clara County through transportation solutions with equity and cross-jurisdictional collaboration in mind. During the Fall 2023 semester, graduate urban planning students from SJSU worked to develop policy recommendations for the program equity framework through a literature review, spatial analysis, community engagement observations, and stakeholder interviews. This report summarizes and builds upon student contributions to present a set of equity-focused recommendations for VTA to consider for program development, implementation, and evaluation. Notable strategies identified for developing the framework include defining VMT equity with local relevance, creating an accountability plan, and embedding equity into key decision-making points. Additionally, a transportation challenge frequently mentioned by stakeholders was a need for improved transit availability, frequency, reliability, and speed. Major recommendations discussed in the report include developing and adopting a localized definition of VMT equity, developing an informative and implementable accountability plan, embedding equity measures into project prioritization and evaluation processes, and prioritizing improvements to public transit. Lessons learned can help other jurisdictions develop and implement equitable VMT mitigation programs and effective community engagement processes. Additionally, the report provides an overview of the factors that go into program development, which can help readers better understand this process and identify areas where they can get involved.
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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], luglio 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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Connor, Helene, e Leo Buccahan. Leadership Through Peer Mediation. Unitec ePress, luglio 2017. http://dx.doi.org/10.34074/rsrp.metro12017.

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This report presents the findings of preliminary research into the perceptions of overall stakeholder satisfaction of eight Auckland secondary schools of the Leadership through Peer Mediation (LtPM) programme, a core programme of the Foundation for Peace Studies Aotearoa New Zealand (the Peace Foundation). The research was commissioned by the Peace Foundation with funding assistance from the Metro ITP Voucher Scheme, and was conducted in the second half of 2015. A core aim of the LtPM programme is to empower students as ‘ambassadors of social justice’. The programme trains students in the mediation processes and leadership skills needed to assist peers to resolve personal conflicts in a peaceful manner.
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