# data[].attributes.body
"Show them—or better, get them to create—

graphic organizers and concept maps for subjects you are

teaching them."

# data[].attributes.body
"Good courses challenge

students to question and revise their conceptual understanding

and beliefs on the basis of the best available evidence. Their

ability to rise to that challenge depends heavily on whether

the class climate is supportive... chilly... or hostile"

# data[].attributes.body
“While our observations are correlational and not causal, suggesting potential explanations for these correlations is of interest. Interactions may positively contribute to motivation and engagement by satisfying students’ needs and enabling their success. Also, interactions may reduce disengagement due to a policing effect. The fact that interactions were related to engagement only when initiated by TAs suggests that the relationship is not due to student factors such as intrinsic motivations. Instead, it seems that TA behaviors are the ones that increase engagement, whether perceived as a carrot (due to the given assistance) or a stick (due to their policing effect).”

# data[].attributes.body
"Short interactions are useful in keeping an eye on student needs and enabling a ventilation effect, giving students an opportunity to access the TAs and opening the door for student questions that turn these brief exchanges into long and meaningful interactions."

# data[].attributes.body
“Motivation to learn in a course increases if students believe the course is about things they care about and skills they will need, and if they think they have a good chance to succeed.”

# data[].attributes.body
The frequency of interactions initiated by TAs is significantly correlated with engagement.

# data[].attributes.body
“The odds that students will retain new information increase if the information is explicitly linked to their previous knowledge.”

# data[].attributes.body
"The positive correlation between TA-initiated interactions and student engagement (and, in turn,the positive correlation between student engagement and learning) suggests that TAs should proactively engage with many students."

# data[].attributes.body
A big difference between experts and novices is that experts have organized their knowledge into patterns and novices have not.

# data[].attributes.body
“Interestingly, the correlation between interactions and engagement is explained solely by TA-initiated interactions.”

# data[].attributes.body
"The frequency of interactions between TAs and students was a positive and significant predictor of student engagement"

# data[].attributes.body
“Students’ prior knowledge can help or hinder learning.”