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 |
