<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Angelo, Thomas A</style></author><author><style face="normal" font="default" size="100%">Cross, Patricia K</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Classroom Research for Teaching Assistants</style></title><secondary-title><style face="normal" font="default" size="100%">New Directions for Teaching and Learning</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1989</style></year><pub-dates><date><style  face="normal" font="default" size="100%">08/1989</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://onlinelibrary.wiley.com/doi/10.1002/tl.37219893911/abstract</style></url></web-urls></urls><abstract><style face="normal" font="default" size="100%">The potential contribution of classroom research as a tool in the training of teaching assistants is explored. By collecting data on what students are learning in their classrooms, teachers can assess the effectiveness of their own teaching.</style></abstract><issue><style face="normal" font="default" size="100%">39</style></issue><work-type><style face="normal" font="default" size="100%">Journal Article</style></work-type><section><style face="normal" font="default" size="100%">99</style></section></record></records></xml>