Fig 1.
Table 1.
Descriptions and examples of TAGS levels.
Fig 2.
All TAs participated in course preparation meetings and taught the traditional laboratory exercise curriculum. TAs participated in Traditional or Intervention supplemental PD. Intervention TAs taught supplemental Intervention curriculum activities. Cognitive demand level is measured by the Task Analysis Guide in Science (TAGS; see the ‘Cognitive Demand’ section for detail). All participants were observed, and audio recorded while teaching. Recordings were subsequently analyzed using the Reformed Teaching Observation Protocol (RTOP; see the ‘Teaching Practices’ section for detail).
Table 2.
Participant demographic information.
Table 3.
Features of traditional and intervention curricula.
Fig 3.
Intervention PD and curriculum elicit more student-centered teaching practices from TAs.
Total RTOP score from TAs teaching Traditional tasks that participated in Traditional PD (left; N = 30), and TAs teaching Intervention tasks that participated in Intervention PD (right, N = 21). Each dot indicates one observation of one TA. Bar±error bars = mean±standard deviation.
Fig 4.
Intervention TAs transfer student-centered teaching practices to traditional tasks.
Total RTOP score from TAs that participated in Traditional PD (left; N = 30), and TAs that participated in Intervention PD (right, N = 21). All observations shown represent Traditional curricular tasks. Each dot indicates one observation of one TA. Bar±error bars = mean±standard deviation.
Table 4.
Regression coefficients and statistics for predictor variables of total RTOP score.