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written by Tong Wan, Constance M. Doty, Jacquelyn J. Chini, Ashley Garaets, and Erin K. H. Saitta
Graduate teaching assistants (GTAs) often lead laboratory and tutorial sections in science, technology, engineering, and mathematics (STEM), especially at large, research-intensive universities. GTAs' performance as instructors can impact student learning experience as well as learning outcomes. In this study, we observed 11 chemistry GTAs and 11 physics GTAs in a research-intensive institution in the southeastern USA. We observed the GTAs over two consecutive semesters in one academic year, resulting in a total of 58 chemistry lab observations and 72 physics combined tutorial and lab observations. We used a classroom observation protocol adapted from the Laboratory Observation Protocol for Undergraduate STEM (LOPUS) to document both GTA and student behaviors. We applied cluster analysis separately to the chemistry lab observations and to the physics combined tutorial and lab observations. The goals of this study are to classify and characterize GTAs' instructional styles in reformed introductory laboratories and tutorials, to explore the relationship between GTA instructional style and student behavior, and to explore the relationship between GTA instructional style and the nature of laboratory activity.
International Journal of STEM Education: Volume 7, Issue 1, Pages 30-51
Subjects Levels Resource Types
Education Foundations
- Behavior
- Sample Population
= Instructor: TA
- Teacher Characteristics
= Pedagogical Content Knowledge
Education Practices
- Learning Environment
- Pedagogy
Other Sciences
- Chemistry
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Research study
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
BioMed Central Ltd.
DOI:
10.1186/s40594-020-00229-0
Keywords:
STEM education reform, TA, TA performance, TA training, Vygotsky, Zone of Proximal Development, chemistry lab instruction, constructivist learning theory, physics education reform, physics lab instruction, reformed education, teaching assistant
Record Creator:
Metadata instance created February 24, 2022 by Adrian Madsen
Record Updated:
April 11, 2022 by Caroline Hall
Last Update
when Cataloged:
June 29, 2020
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Record Link
AIP Format
T. Wan, C. Doty, J. Chini, A. Garaets, and E. Saitta, , Int. J. STEM Educ. 7 (1), 30 (2020), WWW Document, (https://doi.org/10.1186/s40594-020-00229-0).
AJP/PRST-PER
T. Wan, C. Doty, J. Chini, A. Garaets, and E. Saitta, Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials, Int. J. STEM Educ. 7 (1), 30 (2020), <https://doi.org/10.1186/s40594-020-00229-0>.
APA Format
Wan, T., Doty, C., Chini, J., Garaets, A., & Saitta, E. (2020, June 29). Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials. Int. J. STEM Educ., 7(1), 30-51. Retrieved March 4, 2024, from https://doi.org/10.1186/s40594-020-00229-0
Chicago Format
Wan, T, C. Doty, J. Chini, A. Garaets, and E. Saitta. "Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials." Int. J. STEM Educ. 7, no. 1, (June 29, 2020): 30-51, https://doi.org/10.1186/s40594-020-00229-0 (accessed 4 March 2024).
MLA Format
Wan, Tong, Constance M. Doty, Jacquelyn Chini, Ashley Garaets, and Erin K. H. Saitta. "Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials." Int. J. STEM Educ. 7.1 (2020): 30-51. 4 Mar. 2024 <https://doi.org/10.1186/s40594-020-00229-0>.
BibTeX Export Format
@article{ Author = "Tong Wan and Constance M. Doty and Jacquelyn Chini and Ashley Garaets and Erin K. H. Saitta", Title = {Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials}, Journal = {Int. J. STEM Educ.}, Volume = {7}, Number = {1}, Pages = {30-51}, Month = {June}, Year = {2020} }
Refer Export Format

%A Tong Wan %A Constance M. Doty %A Jacquelyn Chini %A Ashley Garaets %A Erin K. H. Saitta %T Characterizing science graduate teaching assistants' instructional practices in reformed laboratories and tutorials %J Int. J. STEM Educ. %V 7 %N 1 %D June 29, 2020 %P 30-51 %U https://doi.org/10.1186/s40594-020-00229-0 %O text/html

EndNote Export Format

%0 Journal Article %A Wan, Tong %A Doty, Constance M. %A Chini, Jacquelyn %A Garaets, Ashley %A Saitta, Erin K. H. %D June 29, 2020 %T Characterizing science graduate teaching assistants' instructional practices in reformed laboratories and tutorials %J Int. J. STEM Educ. %V 7 %N 1 %P 30-51 %8 June 29, 2020 %U https://doi.org/10.1186/s40594-020-00229-0


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