Perceived Utility and Knowledge of Graduate Teaching Assistants

Autor/inn/en	Tulane, Sarah; Beckert, Troy E.
Titel	Perceived Utility and Knowledge of Graduate Teaching Assistants
Quelle	In: Journal of the Scholarship of Teaching and Learning, 11 (2011) 4, S.44-55 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Teaching Assistants; College Faculty; Teacher Education; Mentors; Instructional Effectiveness; Training Methods; Student Attitudes; Teacher Attitudes; Occupational Information + Suchen Sie Ihr Suchwort? Fakultät; Lehrerausbildung; Lehrerbildung; Unterrichtserfolg; Didaktik; Trainingsmaßnahme; Schülerverhalten; Lehrerverhalten; Berufsinformation
Abstract	The current study examined the graduate teaching assistantship experience from the perspective of course instructors, graduate teaching assistants, and students. Specifically, the purpose of the study was to determine the degree to which these groups perceived teaching assistants as utilized and knowledgeable in their assigned tasks. Students had a high propensity to answer, "I don't know" as to whether a teaching assistant was utilized in multiple duties. One-way ANOVAs with post-hoc analysis indicated most statistical differences in perceptions were between instructors and students. Overall, instructors perceived teaching assistants as more effective than did students. (Contains 4 tables.) (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10