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Abstract Title: How TAs Infer Understanding from Student Responses
Abstract: 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.
Abstract Type: Contributed Poster
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Contributed Paper Record: Contributed Paper Information
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Author/Organizer Information

Primary Contact: Renee Michelle Goertzen
Physics Department, University of Maryland
Physics Department
College Park, MD 20742-4111
Phone: 301-405-6185
Co-Author(s)
and Co-Presenter(s)
Rachel E. Sherr, Physics Department, University of Maryland,  rescherr -at- umd.edu
Andy Elby, Physics Department, University of Maryland, elby -at- umd.edu