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Physical Review Special Topics - Physics Education Research
written by Renee Michelle Goertzen, Rachel E. Scherr, and Andrew Elby
Successful implementation of tutorials includes establishing norms for learning in the tutorial classroom. The teaching assistants (TAs) who lead each tutorial section are important arbiters of these norms. TAs who value (buy into) tutorials are more likely to convey their respect for the material and the tutorial process to the students, as well as learning more themselves. We present a case study of a TA who does not buy into certain aspects of the tutorials he teaches and demonstrate how his lack of buy-in affects specific classroom interactions. We would hope to design professional development programs to help TAs appreciate the power of tutorial instruction. However, our research suggests that the typical professional development activities offered to tutorial TAs are not likely to be effective. Instead, it appears that what we call the "social and environmental context" of the tutorials--including classroom, departmental, and institutional levels of implementation--has the potential to strongly affect TA buy-in to tutorials and probably outweighs the influence of any particular activity that we might prepare for them.
Subjects ADS Supplements Resource Types
Education - Applied Research
- Pedagogy
- Teacher Preparation
= Research
General Physics
- Physics Education Research
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
- Administrators
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© 2009 American Physical Society
Additional information is available.
DOI:
10.1103/PhysRevSTPER.5.020109
PACSs:
01.40.Fk
01.40.J-
Keywords:
case study, environmental context, professional development, social context, teaching assistants, tutorials
Record Creator:
Metadata instance created February 16, 2010 by Lyle Barbato
Record Updated:
July 18, 2010 by Lyle Barbato
Last Update
when Cataloged:
December 14, 2009
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Record Link
AIP Format
R. Goertzen, R. Scherr, and A. Elby, Phys. Rev. ST Phys. Educ. Res. 5 (2), 020109 (2009), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.5.020109).
AJP/PRST-PER
R. Goertzen, R. Scherr, and A. Elby, Accounting for tutorial teaching assistants’ buy-in to reform instruction Phys. Rev. ST Phys. Educ. Res. 5 (2), 020109 (2009), <http://dx.doi.org/10.1103/PhysRevSTPER.5.020109>.
APA Format
Goertzen, R., Scherr, R., & Elby, A. (2009, December 14). Accounting for tutorial teaching assistants’ buy-in to reform instruction. Phys. Rev. ST Phys. Educ. Res., 5(2), 020109. Retrieved September 2, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.5.020109
Chicago Format
Goertzen, R, R. Scherr, and A. Elby. "Accounting for tutorial teaching assistants’ buy-in to reform instruction." Phys. Rev. ST Phys. Educ. Res. 5, no. 2, (December 14, 2009): 020109, http://dx.doi.org/10.1103/PhysRevSTPER.5.020109 (accessed 2 September 2014).
MLA Format
Goertzen, Renee Michelle, Rachel Scherr, and Andrew Elby. "Accounting for tutorial teaching assistants’ buy-in to reform instruction." Phys. Rev. ST Phys. Educ. Res. 5.2 (2009): 020109. 2 Sep. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.5.020109>.
BibTeX Export Format
@article{ Author = "Renee Michelle Goertzen and Rachel Scherr and Andrew Elby", Title = {Accounting for tutorial teaching assistants’ buy-in to reform instruction}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {5}, Number = {2}, Pages = {020109}, Month = {December}, Year = {2009} }
Refer Export Format

%A Renee Michelle Goertzen
%A Rachel Scherr
%A Andrew Elby
%T Accounting for tutorial teaching assistants' buy-in to reform instruction
%J Phys. Rev. ST Phys. Educ. Res.
%V 5
%N 2
%D December 14, 2009
%P 020109
%U http://dx.doi.org/10.1103/PhysRevSTPER.5.020109
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Goertzen, Renee Michelle
%A Scherr, Rachel
%A Elby, Andrew
%D December 14, 2009
%T Accounting for tutorial teaching assistants' buy-in to reform instruction
%J Phys. Rev. ST Phys. Educ. Res.
%V 5
%N 2
%P 020109
%8 December 14, 2009
%U http://dx.doi.org/10.1103/PhysRevSTPER.5.020109


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

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