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written by Renee Michelle Goertzen, Rachel E. Scherr, and Andrew Elby
Before we can develop effective, research-based professional development programs for graduate student physics TAs, we must first identify their current classroom practices and why they engage in these practices. Framing, a theoretical framework developed in sociology and linguistics, provides an analytical toolbox for examining the expectations that guide the actions and attention of individuals while teaching. We use framing to develop fine-grained analyses of two episodes of TAs teaching tutorials. Despite the differences in their behaviors, the two TAs are in a sense both doing the same thing; they organize their interactions with students around "searching for indicators" that the students understand the targeted ideas.
Physics Education Research Conference 2008
Part of the PER Conference series
Edmonton, Canada: July 23-24, 2008
Volume 1064, Pages 119-122
Subjects ADS Supplements Resource Types
Education - Applied Research
- Professional Development
Education - Basic Research
- Teacher Characteristics
General Physics
- Physics Education Research
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1063/1.3021231
Access Rights:
Free access and
Available for purchase
Restriction:
© 2008 American Institute of Physics
A hard copy of the PERC 2008 proceedings is available for purchase from the AIP.
DOI:
10.1063/1.3021231
NSF Numbers:
0529482
01.40.Fk
01.40.G-
01.40.gb
01.50.F-
01.40.J-
Keywords:
PERC 2008, Physics Education Research, educational aids, educational courses, framing, graduate students, laboratory techniques, research and development management, student experiments, teaching assistants, tutorials
Record Cloner:
Metadata instance created April 24, 2009 by Jenny Rempel
Record Updated:
July 16, 2013 by Lyle Barbato
Last Update
when Cataloged:
October 20, 2008
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
R. Goertzen, R. Scherr, and A. Elby, presented at the Physics Education Research Conference 2008, Edmonton, Canada, 2008, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8838&DocID=1169).
AJP/PRST-PER
R. Goertzen, R. Scherr, and A. Elby, Indicators of Understanding: What TAs Listen for in Student Responses presented at the Physics Education Research Conference 2008, Edmonton, Canada, 2008, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8838&DocID=1169>.
APA Format
Goertzen, R., Scherr, R., & Elby, A. (2008, July 23-24). Indicators of Understanding: What TAs Listen for in Student Responses. Paper presented at Physics Education Research Conference 2008, Edmonton, Canada. Retrieved September 1, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8838&DocID=1169
Chicago Format
Goertzen, R, R. Scherr, and A. Elby. "Indicators of Understanding: What TAs Listen for in Student Responses." Paper presented at the Physics Education Research Conference 2008, Edmonton, Canada, July 23-24, 2008. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8838&DocID=1169 (accessed 1 September 2014).
MLA Format
Goertzen, Renee Michelle, Rachel Scherr, and Andrew Elby. "Indicators of Understanding: What TAs Listen for in Student Responses." Physics Education Research Conference 2008. Edmonton, Canada: 2008. 119-122 Vol. 1064 of PER Conference. 1 Sep. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8838&DocID=1169>.
BibTeX Export Format
@inproceedings{ Author = "Renee Michelle Goertzen and Rachel Scherr and Andrew Elby", Title = {Indicators of Understanding: What TAs Listen for in Student Responses}, BookTitle = {Physics Education Research Conference 2008}, Pages = {119-122}, Address = {Edmonton, Canada}, Series = {PER Conference}, Volume = {1064}, Month = {July 23-24}, Year = {2008} }
Refer Export Format

%A Renee Michelle Goertzen
%A Rachel Scherr
%A Andrew Elby
%T Indicators of Understanding: What TAs Listen for in Student Responses
%S PER Conference
%V 1064
%D July 23-24 2008
%P 119-122
%C Edmonton, Canada
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8838&DocID=1169
%O Physics Education Research Conference 2008
%O July 23-24
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Goertzen, Renee Michelle
%A Scherr, Rachel
%A Elby, Andrew
%D July 23-24 2008
%T Indicators of Understanding: What TAs Listen for in Student Responses
%B Physics Education Research Conference 2008
%C Edmonton, Canada
%V 1064
%P 119-122
%S PER Conference
%8 July 23-24
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8838&DocID=1169


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Indicators of Understanding: What TAs Listen for in Student Responses:


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