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Physical Review Special Topics - Physics Education Research
written by Rachel E. Scherr, Rosemary S. Russ, Thomas J. Bing, and Raymond Hodges
At the University of Maryland we videotaped several semesters of tutorials as part of a large research project. A particular research task required us to locate examples of students calling the teaching assistants (TAs) over for assistance with a physics question. To our surprise, examples of this kind of interaction were difficult to find. We undertook a systematic study of TA-student interactions in tutorial: In particular, how are the interactions initiated? Do the students call the TA over for help with a particular issue, does the TA stop by spontaneously, or does the worksheet require a discussion with the TA at that point? The initiation of the interaction is of particular interest because it provides evidence of the motivation for and purpose of the interaction. This paper presents the results of that systematic investigation. We discovered that the majority of student-TA interactions in tutorial are initiated by teaching assistants, confirmed our initial observation that relatively few interactions are initiated by students, and found, further, that even fewer interactions are worksheet initiated. Perhaps most importantly, we found that our sense of who initiates tutorial interactions--based on extensive but informal observations--is not necessarily accurate. We need systematic investigations to uncover the reality of our classroom experiences.
Subjects Levels Resource Types
Education - Applied Research
- Classroom Management
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
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Format:
application/pdf
Access Rights:
Free access
Restriction:
© 2006 American Physical Society
DOI:
10.1103/PhysRevSTPER.2.020108
NSF Numbers:
0440113
0529482
PACSs:
01.40.Fk
01.40.gb
01.40.J-
Keywords:
discussion sections, tutorial discussions
Record Creator:
Metadata instance created February 7, 2007 by Lyle Barbato
Record Updated:
July 13, 2013 by Lyle Barbato
Last Update
when Cataloged:
December 14, 2006
Other Collections:

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Record Link
AIP Format
R. Scherr, R. Russ, T. Bing, and R. Hodges, Phys. Rev. ST Phys. Educ. Res. 2 (2), (2006), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.2.020108).
AJP/PRST-PER
R. Scherr, R. Russ, T. Bing, and R. Hodges, Initiation of student-TA interactions in tutorials, Phys. Rev. ST Phys. Educ. Res. 2 (2), (2006), <http://dx.doi.org/10.1103/PhysRevSTPER.2.020108>.
APA Format
Scherr, R., Russ, R., Bing, T., & Hodges, R. (2006, December 14). Initiation of student-TA interactions in tutorials. Phys. Rev. ST Phys. Educ. Res., 2(2). Retrieved December 12, 2017, from http://dx.doi.org/10.1103/PhysRevSTPER.2.020108
Chicago Format
Scherr, R, R. Russ, T. Bing, and R. Hodges. "Initiation of student-TA interactions in tutorials." Phys. Rev. ST Phys. Educ. Res. 2, no. 2, (December 14, 2006), http://dx.doi.org/10.1103/PhysRevSTPER.2.020108 (accessed 12 December 2017).
MLA Format
Scherr, Rachel, Rosemary Russ, Thomas J. Bing, and Raymond Hodges. "Initiation of student-TA interactions in tutorials." Phys. Rev. ST Phys. Educ. Res. 2.2 (2006). 12 Dec. 2017 <http://dx.doi.org/10.1103/PhysRevSTPER.2.020108>.
BibTeX Export Format
@article{ Author = "Rachel Scherr and Rosemary Russ and Thomas J. Bing and Raymond Hodges", Title = {Initiation of student-TA interactions in tutorials}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {2}, Number = {2}, Month = {December}, Year = {2006} }
Refer Export Format

%A Rachel Scherr
%A Rosemary Russ
%A Thomas J. Bing
%A Raymond Hodges
%T Initiation of student-TA interactions in tutorials
%J Phys. Rev. ST Phys. Educ. Res.
%V 2
%N 2
%D December 14, 2006
%U http://dx.doi.org/10.1103/PhysRevSTPER.2.020108
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Scherr, Rachel
%A Russ, Rosemary
%A Bing, Thomas J.
%A Hodges, Raymond
%D December 14, 2006
%T Initiation of student-TA interactions in tutorials
%J Phys. Rev. ST Phys. Educ. Res.
%V 2
%N 2
%8 December 14, 2006
%U http://dx.doi.org/10.1103/PhysRevSTPER.2.020108


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