Thesis Detail Page

written by Renee Michelle Goertzen
Although TAs are responsible for a significant portion of students' instruction at many universities, science TAs and their teaching have not been the focus of a significant amount of study. This dissertation begins to fill this gap by examining physics graduate students who teach discussion sections for introductory courses using tutorials, which are guided worksheets completed by groups of students.

This analysis contends that considering the broader influences on TAs can account for TA behavior. Observations from two institutions (University of Colorado, Boulder and University of Maryland, College Park) show that TAs have different valuations (or buy-in) of the tutorials they teach, which have specific, identifiable consequences in the classroom. These differences can be explained by differences in the TAs' teaching environments. Next, I examine cases of a behavior shared by three TAs, in which they focus on relatively superficial indicators of knowledge. Because the beliefs that underlie their teaching decisions vary, I argue that understanding and addressing the TAs individual beliefs will lead to more effective professional development. Lastly, this analysis advocates a new perspective on TA professional development: one in which TAs' ideas about teaching are taken to be interesting, plausible, and potentially productive.
University: University of Maryland
Academic Department:  Physics Education Research Group
Pages 131
Subjects Levels Resource Types
Education Practices
- Active Learning
= Inquiry Learning
- Teacher Preparation
= Research
General Physics
- Physics Education Research
- Graduate/Professional
- Reference Material
= Thesis/Dissertation
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© 2010 Renee Michelle Goertzen
Type:
Ph.D.
Keywords:
Professional Development, Teacher Behavior, Teaching Environment, Tutorials
Record Creator:
Metadata instance created May 30, 2010 by Lyle Barbato
Record Updated:
May 9, 2012 by Lyle Barbato
Last Update
when Cataloged:
January 1, 2010
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Record Link
AIP Format
R. Goertzen, Ph.D., University of Maryland, 2010, WWW Document, (http://www.physics.umd.edu/perg/dissertations/Goertzen/).
AJP/PRST-PER
R. Goertzen, Investigating and Accounting for Physics Graduate Students' Tutorial Classroom Practice, Ph.D., University of Maryland, 2010, <http://www.physics.umd.edu/perg/dissertations/Goertzen/>.
APA Format
Goertzen, R. (2010, January 1). Investigating and Accounting for Physics Graduate Students' Tutorial Classroom Practice (Ph.D., University of Maryland, 2010). Retrieved November 22, 2014, from http://www.physics.umd.edu/perg/dissertations/Goertzen/
Chicago Format
Goertzen, Renee Michelle. "Investigating and Accounting for Physics Graduate Students' Tutorial Classroom Practice." Ph.D., University of Maryland, 2010. http://www.physics.umd.edu/perg/dissertations/Goertzen/ (accessed 22 November 2014).
MLA Format
Goertzen, Renee Michelle. "Investigating and Accounting for Physics Graduate Students' Tutorial Classroom Practice." Ph.D.. 1 Jan. 2010. University of Maryland, 2010. 22 Nov. 2014 <http://www.physics.umd.edu/perg/dissertations/Goertzen/>.
BibTeX Export Format
@phdthesis{ Author = "Renee Michelle Goertzen", Title = {Investigating and Accounting for Physics Graduate Students' Tutorial Classroom Practice}, School = {University of Maryland}, Type = {Ph.D.}, Month = {January}, Year = {2010} }
Refer Export Format

%A Renee Michelle Goertzen
%T Investigating and Accounting for Physics Graduate Students' Tutorial Classroom Practice
%R Ph.D.
%D January 1, 2010
%P 131
%I University of Maryland
%U http://www.physics.umd.edu/perg/dissertations/Goertzen/
%O Physics Education Research Group
%O application/pdf
%O Ph.D.

EndNote Export Format

%0 Thesis
%A Goertzen, Renee Michelle
%D January 1, 2010
%T Investigating and Accounting for Physics Graduate Students' Tutorial Classroom Practice
%B Physics Education Research Group
%I University of Maryland
%P 131
%8 January 1, 2010
%9 Ph.D.
%U http://www.physics.umd.edu/perg/dissertations/Goertzen/


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