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PERC 2010 Abstract Detail Page

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Abstract Title: Pedagogical Concepts and Strategies Evidenced in Learning Assistant Teaching Reflections
Abstract: We report results from a qualitative analysis of weekly teaching reflections written by first-semester undergraduate physics Learning Assistants (LAs) at Florida International University.  First semester physics LAs enroll in an introductory science pedagogy seminar and concurrently work in reformed physics I or II labs.  LAs provide weekly teaching reflections that describe strategies implemented, student interactions, and observations from the lab.  This study assessed instructional strategies developed in the LA Seminar as indicated by the teaching reflections.  A coding schema was developed and applied to student reflections by two raters.  Inter-rater reliability was established and differences were discussed to arrive at consensus. Evidence indicates that most strategies persisted throughout the semester after introduction. However, data show that strategies including differentiated instruction and cooperative learning are present throughout the semester, even occurring prior to instruction. Results also point to possible revisions in the instruction of seminar topics.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Diane Crenshaw
Florida International University
11200 S.W. 8th Street
Miami, FL 33199
Phone: 305-348-5946
Fax: 305-348-6700
Co-Author(s)
and Co-Presenter(s)
Leanne Wells, Florida International University
Laird Kramer, Florida International University
Eric Brewe, Florida International University