Literaturnachweis - Detailanzeige
| Autor/inn/en | Sarju, Julia P.; Jones, Leonie C. |
|---|---|
| Titel | Improving the Equity of Undergraduate Practical Laboratory Chemistry: Incorporating Inclusive Teaching and Accessibility Awareness into Chemistry Graduate Teaching Assistant Training |
| Quelle | In: Journal of Chemical Education, 99 (2022) 1, S.487-493 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Sarju, Julia P.) ORCID (Jones, Leonie C.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| DOI | 10.1021/acs.jchemed.1c00501 |
| Schlagwörter | Equal Education; Graduate Students; Teaching Assistants; Science Instruction; Chemistry; Teacher Education; Inclusion; Diversity; Teacher Workshops; Training |
| Abstract | Graduate teaching assistants (GTAs) are important partners in practical chemistry teaching and learning, but they rarely receive direct instruction in inclusive teaching practices and equality, diversity, and inclusion principles. Here we describe the design, delivery, and evaluation of a workshop, along with the resources developed, to support and encourage widespread incorporation of equality, diversity, and inclusion principles into GTA training. Analysis of the group discussion provided valuable insights into the participants' perceptions of inclusive teaching, their learner experiences, and examples of teaching practices. (As Provided). |
| Anmerkungen | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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