Growing a Garden without Water: Graduate Teaching Assistants in Introductory Science Laboratories at a Doctoral/Research University

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The benefits of peer observation of teaching for tutor development (2008, background): “The authors did not comment on whether the teaching assistants benefited directly from the peer or expert observation, and indeed noted that no graduate teaching assistant ‘‘talked about the importance of observing a peer as a means to improve instruction’’ ( Luft et al. 2004, p. 222 ).”
Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity? (2012, unknown): “Unsurprisingly, we as faculty may not be knowledgeable about what constitutes a student-centered classroom (Hativa, 1995; Miller et al., 2000; Winter et al., 2001; Hanson and Moser, 2003; Luft et al., 2004; Yarnall et al., 2007) or we may be unconvinced as to whether new teaching methods are really ”
Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature (2011, background): “…both the challenges of institutional structures that were not aligned with the change effort (Luft, Kurdziel, Roehrig, & Turner, 2004; McShannon & Hynes, 2005), and the existing beliefs of faculty involved in the change effort (Gess-Newsome et al., 2003; Luft et al., 2004; Romano et al., 2004).”