Do Graduate Teaching Assistants Benefit from Teaching Inquiry-Based Laboratories?

By D. French, C. Russell. 2002

84 citations recorded by the source corpus.

Subfields: Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/c5f8be1722e653b317c3b286ccc846c350a86762

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. R. Spronken-Smith
2. Deborah Johnson
3. Erin L. Dolan

Citations in the corpus

• Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography (2008, background): “French & Russell (2002) found that postgraduate students who were tutors for inquiry-based laboratories benefited by gaining valuable scientific training.”
• Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors (2009, background): “These cognitive gains echo those reported by undergraduates who are mentored in research (Hunter et al. 2007; Lopatto 2007; Seymour et al. 2004) and resemble cognitive benefits reported by peer mentors and graduate teaching assistants (Barker and Pitts 1997; French and Russell 2002; Good et al. 20”