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Abstract Title: Examining LAs' self-concept and practice: What do they say, & what do they do?
Abstract: The physics department at Texas State University has implemented a Learning Assistant (LA) program in our introductory course sequences. We use a blended theoretical framework of physics identity and communities of practice to examine the impacts of program participation. Previously we have reported evidence of physics identity development from analysis of interviews with LAs and written reflections. Our data now include video of weekly LA preparation sessions as well, which allows us to examine relationships between individual LAs' self-concepts and self-reported practices (in interviews) and their observed practices (in LA prep sessions), and to analyze the degree of alignment between the two. The processes of data collection and collaborative analysis are interspersed, with themes and questions emerging from analyses shaping interview questions. In this session, we will discuss affordances and constraints of this open-ended approach and of the data sources we have available, and findings of our study to date.
Abstract Type: Symposium Talk
Parallel Session: Investigating the Impact of Learning Assistant Model Adoption on Students and Learning Assistants

Author/Organizer Information

Primary Contact: Eleanor W. Close
Department of Physics, Texas State University
and Co-Presenter(s)
Jessica Conn, Department of Physics, Texas State University
Hunter G. Close, Department of Physics, Texas State University