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LDR02193nmm uu200421 4500
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020 ▼a 9780438094710
035 ▼a (MiAaPQ)AAI10784579
035 ▼a (MiAaPQ)ucsd:17288
040 ▼a MiAaPQ ▼c MiAaPQ ▼d 248032
0820 ▼a 510
1001 ▼a Milbourne, Hayley Miles-Leighton.
24510 ▼a How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development.
260 ▼a [S.l.] : ▼b University of California, San Diego., ▼c 2018
260 1 ▼a Ann Arbor : ▼b ProQuest Dissertations & Theses, ▼c 2018
300 ▼a 374 p.
500 ▼a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 ▼a Adviser: Susan Nickerson.
5021 ▼a Thesis (Ph.D.)--University of California, San Diego, 2018.
520 ▼a Across the nation, there is increasing national interest in improving the way mathematics departments prepare their graduate teaching assistants (GTAs) because of their integral role in teaching lower division mathematics courses, particularly w
520 ▼a The GTAs within this study were running break-out sections twice a week for Calculus I and II, with one of the break-out sections involving the facilitation of activities and group work. GTAs engaged in a three-day pre-term seminar, a semester-l
520 ▼a Using a modified framework based on a socio-cultural learning theory, known as the Vygotsky Space (Harre, 1983), I analyzed the ways in which the discourse around the teaching practices, for both "active-learning" and "traditional" classrooms, c
590 ▼a School code: 0033.
650 4 ▼a Mathematics education.
650 4 ▼a Teacher education.
690 ▼a 0280
690 ▼a 0530
71020 ▼a University of California, San Diego. ▼b Mathematics and Science Education.
7730 ▼t Dissertation Abstracts International ▼g 79-11A(E).
773 ▼t Dissertation Abstract International
790 ▼a 0033
791 ▼a Ph.D.
792 ▼a 2018
793 ▼a English
85640 ▼u http://www.riss.kr/pdu/ddodLink.do?id=T14997265 ▼n KERIS
980 ▼a 201812 ▼f 2019
990 ▼a 관리자