Positioning undergraduate teaching and learning assistants as instructional partners
Positioning undergraduate teaching and learning assistants as instructional partners
复制标题
将本科生教学助理定位为教学伙伴
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
H. Jardine
中科院分区：
文献类型：
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作者：
H. Jardine
本科教学和学习助理（UTLAs）可以帮助实施以学生为中心的学习，并与教师合作，作为教学伙伴。研究人员已经记录了学生与教师教学伙伴关系的好处，但有必要进行更多的研究，以更好地了解UTLA与教师的伙伴关系是如何建立和维持的。在这项研究中，我探讨了UTLAs如何在2018年秋季学期与一家大型公共研究机构的两门本科课程的教师互动中定位。这项深入的研究表明，UTLA可能被定位为学生，线人，顾问，共同导师或共同创作者。UTLA的定位随时都在变化，不同的定位并不总是相互排斥的。因此，UTLA教师的伙伴关系是复杂和动态的;即使在广泛的排名或表征伙伴关系时，考虑定位的多样性和流动性可能有助于揭示不同伙伴关系背后的细微差别。这项研究提供了深入了解合作UTLA教师教学伙伴关系的互动和可能影响这些互动的因素。
Undergraduate teaching and learning assistants (UTLAs) can help to implement student-centered learning and collaborate with faculty as instructional partners. Researchers have documented the benefits of student-faculty instructional partnerships, but additional research is necessary to better understand how UTLA-faculty partnerships are established and sustained. In this study, I explored how UTLAs are positioned in interactions with faculty for two undergraduate courses at a large, public research institution over the Fall 2018 semester. This in-depth examination revealed UTLAs may be positioned as students, informants, consultants, co-instructors, or co-creators. Positioning of UTLAs changed moment-by-moment, and the different positions were not always mutually exclusive. Thus, UTLA-faculty partnerships are complex and dynamic; even when ranking or characterizing partnerships broadly, considering variety and fluidity in positioning may help uncover the nuances behind different partnerships. This research provides insight into the interactions of collaborative UTLA-faculty instructional partnerships and the factors that may affect those interactions.
利用城市 STEM 学生的专业知识开发有效的 LA 项目：LA 和讲师合作伙伴关系
DOI：
10.1119/perc.2016.pr.067
发表时间：
2016
期刊：
2016 Physics Education Research Conference Proceedings
影响因子：
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作者：
Sabella, Mel S.;Van Duzor, Andrea G.;Davenport, Felicia
通讯作者：
Davenport, Felicia