ArticlePloS one2022
Teasing apart the impacts of curriculum and professional development on teaching assistants' teaching practices.
Article in PloS one, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- An undergraduate biology pedagogy course curriculum for instructional apprentices.Journal of microbiology & biology education · 2025Article
- Applying the mentor mindset to undergraduate and graduate student teaching assistant professional development in a laboratory course.Journal of microbiology & biology education · 2025Article
- Improving Students' Understanding of Biological Variation in Experimental Design and Analysis through a Short Model-Based Curricular Intervention.CBE life sciences education · 2022Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Teaching assistants (TAs) often lead courses using curricula they did not design. Therefore, examining how curriculum and professional development (PD) interact to influence TAs' teaching practices is critical. This study describes the effects of a curriculum and PD intervention in two contexts: when TAs are teaching curriculum that is explicitly linked to PD, and when teaching curriculum that is not linked to PD. The Intervention curriculum featured structured opportunities for reform-oriented teaching practices. The Intervention PD was situated in the context of these specific curriculum activities and modelled the desired teaching practices. TAs that participated in the intervention implemented more student-centered teaching practices than TAs that did not participate in the intervention, even when teaching curriculum that was not designed to be student-centered and was not linked to PD. A linear model of TAs' teaching practices that included PD type, task cognitive demand and curriculum type indicates that cognitive demand has the largest relationship with teaching practices, followed by PD type. These results have implications for policy. They suggest that investment in curriculum-linked TA PD can be effective even when teaching curricula that is not linked to PD. Additionally, investment in development of higher-cognitive-demand tasks may be an effective strategy to support implementation of student-centered practices.
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Registered trials
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