Artigos de revistas: "Student assistants"

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

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Frederiksen, Linda. "Student Assistants". Public Services Quarterly 14, n.º 3 (3 de julho de 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.º 11 (17 de novembro de 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.º 4 (13 de dezembro de 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.º 2 (29 de dezembro de 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.º 6 (1 de junho de 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.º 4 (26 de julho de 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 (abril de 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.º 1 (2 de janeiro de 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.º 3-4 (30 de novembro de 1995): 147–59. http://dx.doi.org/10.1300/j111v21n03_13.

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Yazid, S. Rizal, e Dzulfikri Dzulfikri. "CHATGPT, SMART WRITING ASSISTANT CHATBOT FOR STUDENTS: AN ANALYSIS OF ITS DRAWBACKS". Abjadia : International Journal of Education 9, n.º 1 (2 de junho de 2024): 41–56. http://dx.doi.org/10.18860/abj.v9i1.24459.

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This research examines the drawbacks associated with ChatGPT, a smart writing assistant chatbot, within the context of student writing. Employing qualitative methods, notably in-depth interviews with 30 participants, the study meticulously analyzes the challenges and constraints entailed in relying on ChatGPT for writing assistance. Centered around five key themes — understanding, dependency, feedback, writing style, and plagiarism — the findings clarify that students struggle with comprehending ChatGPT's output, potentially leading to confusion and misinterpretation. The feedback provided by the AI writing assistant emerges as generic and lacking specificity, constraining its efficacy in guiding students' writing processes. Participants report an obvious shift towards more predictable and impersonal writing styles attributed to their usage of ChatGPT—furthermore, apprehensions surface concerning the unintentional risk of plagiarism when leveraging the tool. The implications underscore educators' need to acknowledge the limitations of AI writing assistants, offering targeted support to help students navigate these challenges while fostering critical thinking, creativity, and independent writing skills. The findings promote ongoing research and improvement in AI writing assistants to improve understanding, elevate feedback quality, and address identified limitations. By mitigating these drawbacks, educators, students, and developers can optimize the utility of AI writing assistants, ensuring they serve as valuable tools for supporting writing development while upholding critical thinking, creativity, and ethical writing practices. This research not only reveals the drawbacks of ChatGPT as a writing assistant but also advocates for continual research and development in the field of AI writing assistance.

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Hemelt, Steven W., Helen F. Ladd e Calen R. Clifton. "Do Teacher Assistants Improve Student Outcomes? Evidence From School Funding Cutbacks in North Carolina". Educational Evaluation and Policy Analysis 43, n.º 2 (16 de fevereiro de 2021): 280–304. http://dx.doi.org/10.3102/0162373721990361.

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This article examines the influence of teacher assistants and other personnel on outcomes for elementary school students during a period of recession-induced cutbacks in teacher 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 teacher assistants, controlling for other staff, on measures of student achievement. We find consistent evidence of positive effects of teacher assistants, an understudied staffing category, on student performance in reading and math. We also find larger positive effects of teacher assistants on achievement outcomes for students of color and students in high-poverty schools than for White students and students in more affluent schools. We conclude that teacher assistants are a cost-effective means of raising student achievement, especially in reading.

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Badrun, Fitriana, Anwar Ismail e Ade Ismail. "TEACHERS' PERSPECTIVE ON TEACHING ASSISTANCE PROGRAM OF MERDEKA BELAJAR KAMPUS MERDEKA AT SMKN 1 TIDORE". Jurnal Bilingual 13, n.º 2 (10 de fevereiro de 2024): 112–18. http://dx.doi.org/10.33387/j.bilingual.v13i2.7494.

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This research aims to explore and analyse teachers’ perspectives on the teaching assistance program of Merdeka Belajar - Kampus Merdeka at SMK Negeri 1 Tidore Kepulauan. The research used qualitative method with questionnaire as the primer data and interview as the secondary data. The researcher selected three English teachers at SMKN 1 Tidore Kepulauan to involve in this research as a respondent. As a result, Teaching assistants in the MBKM program, supports school teachers with their English lessons. In addition, teaching assistants can adapt to the school and class environment and student behaviour within the class. When a manager gives him an opinion, he supports it. Second, teaching assistants also use learning media that appeal to the classroom, such as electronic media that are highly relevant today. In addition, we use several teaching strategies that can increase students' interest in learning and solve classroom teaching problems. They usually use games to boost the mood of their students while learning English. Finally, in order to grasp the student's learning progress, the teaching assistant will administer the test as an evaluation form and the test result will be evaluated by the teaching assistant. Therefore, the deficiencies in their teaching to students can be identified.

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Siahaan, Sry Mora Yuni, e Adaninggar Septi Subekti. "Pre-Service English Teachers’ Professional Identity Development: A Case Study". Metathesis: Journal of English Language, Literature, and Teaching 5, n.º 2 (3 de dezembro de 2021): 198. http://dx.doi.org/10.31002/metathesis.v5i2.4231.

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<p>The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication skills with their students by experiencing teaching firsthand. It was also found that the experience of being lecturer assistants facilitated the assistant participants to realise the importance of building rapport with their students and have more insights into the teaching profession. In a similar vein, the student participants also agreed that their lecturer assistant had successfully, albeit gradually, built rapport with them. The assistant participants were also reported to have better classroom management as the semester progressed. Based on the findings, possible implications and contributions were stated with possible limitations and suggested directions for future studies in the field of teacher professional identity development.</p>

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Kathman, Jane McGurn, e Michael D. Kathman. "Performance Measures for Student Assistants". College & Research Libraries 53, n.º 4 (1 de julho de 1992): 299–304. http://dx.doi.org/10.5860/crl_53_04_299.

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M'mworia, Damaris K. "Peer Teaching with Student Assistants". Teaching Theology & Religion 12, n.º 3 (julho de 2009): 251. http://dx.doi.org/10.1111/j.1467-9647.2009.00529.x.

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Hasty, Douglas F. "Student Assistants as Library Ambassadors". Technical Services Quarterly 18, n.º 2 (13 de março de 2001): 31–40. http://dx.doi.org/10.1300/j124v18n02_03.

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Daley, Lynda J. "Athletic Training for Student Assistants". Physiotherapy 86, n.º 4 (abril de 2000): 218. http://dx.doi.org/10.1016/s0031-9406(05)60973-x.

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Fuller, F. Jay. "INNOVATIONS: Employing library student assistants as student supervisors". College & Research Libraries News 51, n.º 9 (1 de outubro de 1990): 855–57. http://dx.doi.org/10.5860/crln.51.9.855.

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Keane, Lisa, e Laura Rogers. "Using What You Have: Training Teacher Assistants as Speech-Language Assistants". Perspectives on School-Based Issues 10, n.º 1 (março de 2009): 19–22. http://dx.doi.org/10.1044/sbi10.1.19.

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Abstract The “Speech-Language Assistant (S/L Assistant or SLA) Model” in Broward County Schools was created to assist the speech-language pathologist (SLP) with the continuing effort to provide quality programs to students with speech and language impairments. Through the perseverance and dedication of a group of SLPs and the organization SPEECH (Speech Language Pathologists Energetically Effecting Change), a 3-year study called The Speech Language Improvement Plan was initiated. The study demonstrated that the use of S/L assistants increased dismissal rates, allowed for better caseload management, and improved the student / SLP ratio. In order to maintain consistency and fidelity of the SLA Model, specific requirements were established. Consideration of the S/L Assistant Model for a school requires that the school administrator and SLP review caseload, workload, and budget factors to determine the needs of the students. There are limitations to the responsibilities of an S/L assistant that must be taken into consideration as well. Training of the S/L assistant includes a variety of activities, readings, and observations along with verification of competencies.

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Fuller, F. Jay. "Evaluating student assistants as library employees". College & Research Libraries News 51, n.º 1 (1 de janeiro de 1990): 11–14. http://dx.doi.org/10.5860/crln.51.1.11.

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McLaney, John Phil. "Managing Student Assistants, Kimberly Burke Sweetman". Serials Librarian 55, n.º 1-2 (3 de julho de 2008): 316. http://dx.doi.org/10.1080/03615260801971160.

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Gwynne, Peter. "US student assistants win union rights". Physics World 29, n.º 10 (outubro de 2016): 12. http://dx.doi.org/10.1088/2058-7058/29/10/27.

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Hupp, Stephen L. "Libraries and student assistants: Critical links". Journal of Academic Librarianship 22, n.º 5 (setembro de 1996): 398–99. http://dx.doi.org/10.1016/s0099-1333(96)90102-0.

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Filz, Tonya, e Regan A. R. Gurung. "Student Perceptions of Undergraduate Teaching Assistants". Teaching of Psychology 40, n.º 1 (16 de novembro de 2012): 48–51. http://dx.doi.org/10.1177/0098628312465864.

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Mao, Yuping, e Kevin R. Meyer. "Comparing Student Perceptions of the Classroom Climate Created by U.S. American and International Teaching Assistants". Higher Learning Research Communications 4, n.º 3 (23 de setembro de 2014): 12. http://dx.doi.org/10.18870/hlrc.v4i3.206.

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<p>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’ ethnocentric preconceptions. Survey results from 485 undergraduate students found that student perceptions of classroom climate differed significantly with ITAs as compared to ATAs. Student perceptions of classroom climate also differed significantly by the biological sex of the student. The biological sex of the TA did not have a significant impact on student perceptions of classroom climate.</p>

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Lehman, Clayton. "Teaching Assistants in International Schools: Perceptions and Perspectives". Beyond Words 8, n.º 1 (maio de 2020): 47–59. http://dx.doi.org/10.33508/bw.v8i1.2145.

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This research study occurred because of the many observations made by the researcher while working in international schools in East and Southeast Asia. Although multiple studies have investigated teaching assistants in public schools, there is little research dedicated to the study of teaching assistants in international schools. The purpose of this research study was to look at classroom practices, student language acquisition, professional development, and teaching assistant wellbeing in international schools through the lenses of locally-hired teaching assistants and to discover what they consider to be barriers in their positions as a teaching assistant. Further, comparisons were made between teaching assistants in English-only and multi-lingual schools and between teaching assistants in schools that are for-profit and non-profit. Data acquisition for this mixed-methods study occurred through a thirteen question survey that was completed by 135 teaching assistants working in international schools in East and Southeast Asia. The main findings of this research study were that many teaching assistants in international schools desire relevant professional development, fairer working environment, more equitable salary conditions, and more professional and career opportunities.

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Maskur, Maskur, Aprilia Indi Prastika, Audrey Berlian Noormasari, Lina Gustaria Fillinanti Diah Saputri e Puput Ammalyah. "PENDAMPINGAN MAHASISWA PROGRAM KAMPUS MENGAJAR ANGKATAN 7 DALAM UPAYA PENINGKATAN KEMAMPUAN LITERASI DAN NUMERASI DI SDN 3 REJOTANGAN KABUPATEN TULUNGAGUNG". Jurnal Pengabdian kepada Masyarakat 11, n.º 1 (23 de junho de 2024): 15–20. http://dx.doi.org/10.33795/abdimas.v11i1.5443.

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The Campus Teaching Batch 7 program aims to improve students' literacy and numeracy skills through student mentoring at SDN 3 Rejotangan, Tulungagung Regency. This activity examines the effectiveness of the mentoring program in overcoming the problem of low student literacy and numeracy skills. The methods used are observation, interviews, and pre- and post-assistance tests to measure changes in students' abilities. The results show that there is a significant improvement in students' literacy and numeracy skills after receiving intensive assistance from students. This program also had a positive impact on students' learning motivation, as seen from the increased participation and enthusiasm of students in learning activities. The mentoring students acted as facilitators, providing interesting and relevant materials, and using interactive and fun learning methods. In addition, the collaboration between student assistants, teachers, and parents also supports the success of this program. Student assistance in the Teaching Campus Program Batch 7 is effective in improving students' literacy and numeracy skills at SDN 3 Rejotangan. Recommendations are given to develop similar programs in other schools to improve the quality of basic education in Indonesia.

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Tedeschi, Mason N., Tiana M. Hose, Emily K. Mehlman, Scott Franklin e Tony E. Wong. "Improving models for student retention and graduation using Markov chains". PLOS ONE 18, n.º 6 (26 de junho de 2023): e0287775. http://dx.doi.org/10.1371/journal.pone.0287775.

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Graduation rates are a key measure of the long-term efficacy of academic interventions. However, challenges to using traditional estimates of graduation rates for underrepresented students include inherently small sample sizes and high data requirements. Here, we show that a Markov model increases confidence and reduces biases in estimated graduation rates for underrepresented minority and first-generation students. We use a Learning Assistant program to demonstrate the Markov model’s strength for assessing program efficacy. We find that Learning Assistants in gateway science courses are associated with a 9% increase in the six-year graduation rate. These gains are larger for underrepresented minority (21%) and first-generation students (18%). Our results indicate that Learning Assistants can improve overall graduation rates and address inequalities in graduation rates for underrepresented students.

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Marcum, Christopher. "Characteristics of Effective Outreach as Perceived by Library Student Assistant". Journal of Library Outreach and Engagement 2, n.º 1 (12 de julho de 2022): 40–55. http://dx.doi.org/10.21900/j.jloe.v2i1.917.

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This paper offers specific recommendations for effective academic library outreach that practitioners may consider as they develop and implement outreach initiatives at their institutions. It describes a methodology that can be replicated for similar case studies at other universities. It also contributes new knowledge to the subject of academic library outreach by reporting on the perceptions of library student assistants at a small liberal arts university in Southern California to gain insight into the kinds of outreach programing and communications students prefer and perceive as effective. This study used in-depth interviews to identify characteristics of effective outreach as perceived by library student assistants. Library student assistants are trained in the use and access of library resources and services and, as such, make ideal informants for outreach librarians seeking to understand what students think about their outreach efforts, including programming and communications.

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He, Limuxuan, e Bei Hua. "Semi-Supervised Knowledge Distillation Via Teaching Assistant". Highlights in Science, Engineering and Technology 72 (15 de dezembro de 2023): 429–36. http://dx.doi.org/10.54097/x7bfgw85.

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As deep neural networks are widely used with computer vision, Model Compression Methods for knowledge distillation are being actively investigated in order to deploy them into smaller devices. However, when there are significant differences between models for students and teachers, a large amount of labeling wastes a great quantity of manpower while the performance of student learning decreases. In this paper, we propose an approach that uses semi-supervised teacher assistants to fuse knowledge distillation with teachers, effectively bridging the large teacher-student gap on a large number of unlabeled datasets and a small number of labeled datasets. We enable unsupervised teacher pre-training, fine-tuning, followed by teacher-assistant offline distillation, student-teacher-assistant oline distillation, and student-teacher offline distillation. We validate the effectiveness of the proposed method for the classification task using CIFAR10, CIFAR-100, and ImageNet.

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Condron, Lyn. "Make the most of your student assistants". College & Research Libraries News 53, n.º 1 (12 de fevereiro de 2020): 5–7. http://dx.doi.org/10.5860/crln.53.1.05.

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Miles, R. J., e Diana G. Helsel. "Student attitudes toward professors and teaching assistants". Journal of Agronomic Education 18, n.º 2 (setembro de 1989): 81–84. http://dx.doi.org/10.2134/jae1989.0081.

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Borin, Jacqueline. "Training, Supervising, and Evaluating Student Information Assistants". Reference Librarian 34, n.º 72 (13 de junho de 2001): 195–206. http://dx.doi.org/10.1300/j120v34n72_16.

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Chang, Anne M., e Lina Lam. "Can health care assistants replace student nurses?" Journal of Advanced Nursing 27, n.º 2 (fevereiro de 1998): 399–405. http://dx.doi.org/10.1046/j.1365-2648.1998.00520.x.

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Svensson, A. L., J. Stroyer, N. E. Ebbehoj e O. S. Mortensen. "Factors predicting dropout in student nursing assistants". Occupational Medicine 58, n.º 8 (1 de dezembro de 2008): 527–33. http://dx.doi.org/10.1093/occmed/kqn140.

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Vanness, Shawn, e Tiffany Dogan. "Who tells your story? Highlighting student assistants". Public Services Quarterly 18, n.º 4 (2 de outubro de 2022): 316–22. http://dx.doi.org/10.1080/15228959.2022.2120944.

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Brenza, Andrew, Michelle Kowalsky e Denise Brush. "Perceptions of students working as library reference assistants at a University Library". Reference Services Review 43, n.º 4 (9 de novembro de 2015): 722–36. http://dx.doi.org/10.1108/rsr-05-2015-0026.

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Purpose – This paper aims to develop a better understanding of student worker perceptions of academic libraries in an effort to improve student worker training, position structure and, ultimately, their perceptions of the library. The value of student reference assistants extends well beyond the completion of assigned library tasks. Specifically, student reference assistants can be important community voices and advocates for academic libraries, spreading, by word-of-mouth, the kinds of library services available to students and their relevance to the academic community. Consequently, it is essential to gain an understanding of how student workers perceive the academic library as a result of their employment. Design/methodology/approach – This paper uses an informal, anonymous online survey of student reference assistants to gather information on student worker perceptions of the library. Questions focus on student workers’ understanding of library services and resources as well as on the library’s mission and purpose. An analysis of student responses is provided in light of four “ideal” perceptions which the librarians hold for all students. Findings – Overall, student worker responses to the survey generally aligned with the ideal perceptions. However, misalignments suggest the need for training that focuses on the development of a broader understanding of the library’s role in the academic community. Practical implications – The paper can help academic librarians gain insight on how student workers understand the role of the library within the larger academic community and how positive student worker perceptions can be leveraged for outreach purposes. Originality/value – This paper examines an important aspect of student worker perception that has generally been overlooked in the literature.

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Sterenberg, Gladys, Kevin O'Connor, Ashlyn Donnelly e Ranee Drader. "Research assistants’ experiences of co-creating partnership learning communities for learning and teaching in higher education". International Journal for Students as Partners 2, n.º 1 (7 de maio de 2018): 97–111. http://dx.doi.org/10.15173/ijsap.v2i1.3196.

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Calls for enhancing student engagement in higher education have offered strong arguments for student-faculty partnerships in teaching and learning. Drawing on a conceptual model of partnership learning communities (PLC), we investigate the experiences of two undergraduate research assistants (co-authors of this paper) who participated in a PLC within a Scholarship of Teaching and Learning research study. In this paper, we use data from transcripts of four research conversations occurring over a three-year period. Evidence of research assistants’ experiences was co-analyzed using benefits and challenges identified in the literature. Our findings reveal that our PLC helped these research assistants develop student agency and provided opportunities for reflection on learning. We conclude that participating in our PLC helped the two research assistants develop deeper pedagogical relationships amongst themselves and with the faculty partners. Moreover, our study directly contributed to the development of our bachelor of education degree program while ensuring students were partners in that process.

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Gourlay, Gerry, e Cynthia Korpan. "Genuine students as partners: How a Teaching Assistant Consultant program put students as partners into practice". International Journal for Students as Partners 2, n.º 2 (4 de dezembro de 2018): 106–14. http://dx.doi.org/10.15173/ijsap.v2i2.3567.

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In this case study, a graduate student and staff member show how an institution wide program, aimed at enhancing learning and teaching in higher education, exemplifies Matthews’s (2017) “Five Propositions for Genuine Students as Partners Practice” at the department level. To do so, we describe the five propositions in relation to the Teaching Assistant Consultant (TAC) program that positions a graduate student leader in each department to support new Teaching Assistants (TAs). Through comparison, we look at how the program is inclusive, exhibits strong power-sharing capabilities through continual reflection and conversation, is ethical, and is strongly transformative.

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Knight, Jennifer K., Sarah B. Wise, Jeremy Rentsch e Erin M. Furtak. "Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions". CBE—Life Sciences Education 14, n.º 4 (dezembro de 2015): ar41. http://dx.doi.org/10.1187/cbe.15-04-0093.

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The cues undergraduate biology instructors provide to students before discussions of clicker questions have previously been shown to influence student discussion. We further explored how student discussions were influenced by interactions with learning assistants (LAs, or peer coaches). We recorded and transcribed 140 clicker-question discussions in an introductory molecular biology course and coded them for features such as the use of reasoning and types of questions asked. Students who did not interact with LAs had discussions that were similar in most ways to students who did interact with LAs. When students interacted with LAs, the only significant changes in their discussions were the use of more questioning and more time spent in discussion. However, when individual LA–student interactions were examined within discussions, different LA prompts were found to generate specific student responses: question prompts promoted student use of reasoning, while students usually stopped their discussions when LAs explained reasons for answers. These results demonstrate that LA prompts directly influence student interactions during in-class discussions. Because clicker discussions can encourage student articulation of reasoning, instructors and LAs should focus on how to effectively implement questioning techniques rather than providing explanations.

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Md Ismail, Mohammad Noorazlan, e Nor Aini Ali. "Analisis Agihan Zakat oleh Penolong Amil Institusi Pengajian Tinggi di Selangor Analysis of Zakat Distribution by Amil Assistants of Higher Education Institutions in Selangor". Online Journal of Research in Islamic Studies 8, n.º 3 (29 de dezembro de 2021): 1–14. http://dx.doi.org/10.22452/ris.vol8no3.1.

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Lembaga Zakat Selangor (LZS) is the first Zakat institution to appoint institutions of higher education (IPT) as Amil assistants since 1998. This appointment enables students to receive Zakat assistance to cover part of their cost of study. Accordingly, this study discusses in detail the implementation of zakat distribution to students by the amil assistants of IPT. In this study, both documentation methods and interviews are used to collect research data. Two IPTs were selected as the sample for the study, namely Universiti Kebangsaan Malaysia (UKM) and Universiti Putra Malaysia (UPM). Then, the data were analyzed using content and thematic analysis methods. The results of the study show that zakat assistance was distributed by both IPTs to five categories of asnaf, namely fakir, miskin, fī sabīlillāh, mualaf and ibn sabīl. Zakat assistance is distributed in various forms, namely, financial assistance, assistance in equipment or study materials and development programs for asnaf. It has been shown that these aids can facilitate students' study process and further increase their active participation in the university life. Future research proposals may explore the effectiveness of student support programs in aspects of academic performance, financial stability and engagement with the college.

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Gündeğer, Ceylan, Sümeyra Soysal e Esed Yağcı. "PLT (Program of Training Lecturer) research asssistants' opinions about domestic and outland language training". Pegem Eğitim ve Öğretim Dergisi 2, n.º 4 (1 de dezembro de 2012): 55–70. http://dx.doi.org/10.14527/c2s4m5.

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The purpose of this study is to determine PLT (Program of Training Lecturer) research assistans' views about domestic and outland language training. Accordinglythe opinions were obtained from 10 PLT research assistants, who had domestic language training, and 11 PLT research assistants, who had outland language training, with 5 open-ended questions semi-structured interview formby having face to face interview. In data analysis the content analysis was used. The results of the study revealed that PTL research assistants had expectations of general and academic English from domestic language education. Most of research assistants noted that domestic language education didn't meet those expectations. The most important problems faced by research assistants were housing and exam-business anxiety in language education. Also research assistants stated that they had not found an effective language education. Finally PTL research assistants have made some suggestions both CHE (the Council of Higher Education) and other PTL research assistants. On the other hand it is concluded that PTL research assistants', who had outland language training, most important expectations are to improve their ability in speaking, writing an article and giving a presentation. In addition the research assistants had some problems about housing, teachers'qualifications and the Turkish students in a class and had not solved this problems. It is seen that they don't find the training program effective and further it was not satisfy their expectitons. Accordingly it is seen that, the most important things are prefering the countries, have native speakers like USA, UK, Canada, reducing the Turkish student in a class and being in the academic environment like universities instead of courses.

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Kiste, Alan L., Gregory E. Scott, Jesse Bukenberger, Miles Markmann e Jennifer Moore. "An examination of student outcomes in studio chemistry". Chemistry Education Research and Practice 18, n.º 1 (2017): 233–49. http://dx.doi.org/10.1039/c6rp00202a.

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Twenty years ago, a major curriculum revision at a large, comprehensive university in the Western United States led to the implementation of an integrated lecture/laboratory (studio) experience for our engineering students taking general chemistry. Based on these twenty years of experience, construction of four purpose-built studio classrooms to house the majority of the remaining general chemistry courses was completed in 2013. A detailed study of the effects of the entire ecology of the studio experience on student success was initiated at that time. Data from content knowledge pre- and post-tests, learning attitudes surveys, and student course evaluations show positive effects on student performance, the development of more expert-like learning attitudes, increased student engagement, and increased student–instructor interactions vs. the previous separate lecture and laboratory instruction for non-engineering students. Our data also show that an associated new peer Learning Assistant program increases student engagement while also having positive impacts on the Learning Assistants themselves.

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M, Cantika Sari Dewi, e Rezki Suci Qamaria. "The Effectiveness of Google Classroom as English Learning Assistance". Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat 1, n.º 1 (12 de novembro de 2020): 47–53. http://dx.doi.org/10.53624/kontribusi.v1i1.10.

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Google classroom is one of online learning medias which is developed by Google. It is an online class that facilitates teacher and students to interact and connected although they are in distinct area. English is one of courses that uses google classroom as an assistance media in learning process. It is caused English learning has a lot of material and needs a lot of practice. Therefore, assistance media is needed as to assist lecturers in transmitting material and organizing student assignments. This study aims to know the effectiveness of google classroom as English learning assistants. This study uses a descriptive quantitative method that would elaborate the effectiveness of google classroom as English learning assistant in student’s perspective through techniques of questionnaires to collect data. The subject of this research is students who actively use google classroom in learning English. Finding revealed that the effectiveness of Google classroom as an English learning assistance is in the medium category. It indicates that the use of google classroom is still not significantly effective in learning English.

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Sari, Renny Puspita, e Muhammad Aidil Rifaldi. "Sistem Penentuan Keputusan Seleksi Pemilihan Asisten Dosen Sistem Informasi Dengan Penerapan Metode TOPSIS". Jurnal Sistem Komputer dan Informatika (JSON) 3, n.º 4 (30 de junho de 2022): 493. http://dx.doi.org/10.30865/json.v3i4.4184.

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The selected lecturer assistant can help the lecturer as a liaison with students so that the lecturer assistant can affect the quality of student learning outcomes. It's just that the acceptance of teaching assistants that were previously less effective and efficient because they still use manual rules and procedures, so they can spend time in their determination, besides that the assessment is still subjective or still looks at the closest family to one candidate in the acceptance of teaching assistants and there are no requirements The right specialty in determining lecturer assistants, causing problems, namely difficulties in determining a suitable lecturer assistant and having skills in his field, In making the wrong decision it results in distrust of the accepted lecturer assistant so that it can have an impact on decreasing students' understanding and skills of the subject. Therefore, a system is needed to solve a problem by providing decision making, so that it can help decision makers in determining the graduation of the right lecturer assistant. The TOPSIS method is applied by the author in this journal, because the TOPSIS method is able to overcome MADM problems so it is very practical in completing a decision, besides that the alternative TOPSIS method selected is obtained from the calculation process and after that ranking is carried out, so that from the process the best alternative is obtained from criteria that have been determined, so that it can be used as a solution in decision making. Because the system takes the value from the best criteria, the accuracy obtained in this system exceeds 90%.

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Luckie, Douglas B., Benjamin W. Mancini, Noor Abdallah, Ali K. Kadouh, Alisha C. P. Ungkuldee e Ashley A. Hare. "Undergraduate teaching assistants can provide support for reformed practices to raise student learning". Advances in Physiology Education 44, n.º 1 (1 de março de 2020): 32–38. http://dx.doi.org/10.1152/advan.00090.2019.

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Graduate students who serve as teaching assistants are a critical part of STEM (science, technology, engineering, mathematics) education and research at large universities in the U.S. Yet just like faculty, graduate students are not immune to the publish or perish paradigm, which can compete with one's dedication to teaching. While in recent years many STEM faculty members have become aware of how well undergraduates can assist instructors in their teaching, many, if not most, university faculty still teach in traditional settings, where graduate students are the norm and use of undergraduates is a completely unexploited opportunity. Undergraduates can serve as effective teaching assistants and may bring unique skills and experience to undergraduate instruction not held by graduate students. Undergraduate teaching assistants (UTAs) can provide additional support for reformed practices, which raise student learning. Based on cost, prior experience and success as students in same course, and shared vision with professors, a number of institutions have initiated UTA programs and reported increased student learning. The audience of this paper is faculty who are not familiar with the use of UTAs in university teaching, and the purpose is to review the literature on UTAs, contrast the contributions of UTAs and graduate teaching assistants, and examine the potential value of UTAs in undergraduate education.

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Marković, Mirna. "Korištenje normativnog psihološkog ugovora u funkciji postizanja kvalitetnijeg obrazovnog procesa". Obrazovanje odraslih/Adult Education, n.º 2 2015 (2016): 69–100. http://dx.doi.org/10.53617/issn2744-2047.2015.15.2.69.

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Upon entering in each relatively unknown and new context, such as new course, students enter with certain expectations which they may not always be fully aware of. Like the students, the teachers and assistants also generate certain expectations, mostly based on psychological aggregation of past experience. The fact is that especially the implicit expectation of both will somehow shape their behaviour and attitudes about this course. The expectations from both parties usually represent a range of very specific, mostly implicit, expectations that form the basis of the psychological contract. This contract is often defined as a „tacit”agreement between the parties (students and teachers/assistants) on the nature of their exchanges and the way they realize their relationship in the process of teaching. This paper attempts to examine the content of the normative psychological contract that defines the common expectations of students and assistants related to the rights and obligations that implies the role of the student, as wells as the rights and obligations that implies the role of assistants in relation to the student – assistant relationship in one of the teaching courses. The study was conducted on a sample of N = 38 students in the fifth academic year of the Department of Psychology at the Faculty of Philosophy of the University of Sarajevo. The modified nominal group technique was used to collect individual data and achieve a group consensus on the content of the normative psychological contract. In particular, the attention was drawn to the efficient way of collecting and using information about students’ expectations, which can be considered when defining and clarifying mutual expectation on the role of students and teachers/assistants in the educational process. An effort was made to point out on the example of concrete steps the acceptability and applicability of the method in defining the normative psychological contract of any educational group. Finally, the study resulted in a proposal of a Scale for the evaluation of the fulfilment of psychological contract. This scale would be useful to the adult educators in creating of individualized Scale for the evaluation of the fulfilment of psychological contract in a specific educational context.

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Rohwer, Debbie, Don D. Coffman e William Dabback. "A description of New Horizons Band assistants’ perceptions and experiences". International Journal of Community Music 13, n.º 3 (1 de dezembro de 2020): 333–44. http://dx.doi.org/10.1386/ijcm_00024_1.

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The purpose of the current study was to describe the perceptions and experiences of New Horizons Band assistants in terms of learning, skill transfer and pedagogical preparation. The participant population for this study was 35 past student teacher-assistants from three New Horizons bands, one in Texas, one in Florida and one in Virginia. There were ten open-ended items on the questionnaire that asked about student assistant perceptions and experiences. Participants noted the growth they experienced from serving as a band teaching assistant in a New Horizons programme, describing their appreciation for lifelong learning, exposure to the complexity of how to teach to a variety of learners, and experience with the challenges of pacing with adults and blunt feedback from programme participants. The article concludes with a discussion of possible collegiate preparatory experiences that could broaden the teacher training experience for college programmes.

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Naser, Curtis R., Karen Donoghue e Stephanie Burrell. "The Eyes and Ears of Engagement:". Journal of Assessment and Institutional Effectiveness 2, n.º 2 (1 de agosto de 2012): 196–210. http://dx.doi.org/10.5325/jasseinsteffe.2.2.196.

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Abstract This article analyzes the effectiveness of an effort to assess the extent of student engagement at Fairfield University through the assistance of resident assistants (RAs) and the adaptation of a methodology used by the university's schools of engineering and education. Asking RAs to participate in an assessment of their residents provides several clear benefits: the assessment rubric sets clear expectations in plain language; the rubric sets out clear expectations to the residents; and the assessment data appear to be a valid indicator of student engagement and allow the institution to identify students who may benefit from additional counseling or attention.

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