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As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants (TAs), we first identify their current classroom practices and why they engage in these practices. In this paper, we identify a set of teaching practices we call "focusing on indicators," which occurs when TAs use signs such as key words or diagrams as evidence that students understand the target idea; these indicators are more superficial than a detailed explanation. Our primary finding is that although the three TAs discussed here share a common behavior, the beliefs and motivations that underlie this behavior vary. We argue that TA professional development focused on changing these TAs' focus-on-indicator behavior is unlikely to be effective. Instead, responsive TA professional development will need to address the TAs' beliefs that guide the observed classroom behavior.
Physical Review Special Topics - Physics Education Research: Volume 6, Issue 1, Pages 010105
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![]() <a href="https://www.per-central.org/items/detail.cfm?ID=10054">Goertzen, R, R. Scherr, and A. Elby. "Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning." Phys. Rev. ST Phys. Educ. Res. 6, no. 1, (April 7, 2010): 010105.</a>
![]() R. Goertzen, R. Scherr, and A. Elby, , Phys. Rev. ST Phys. Educ. Res. 6 (1), 010105 (2010), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.6.010105).
![]() R. Goertzen, R. Scherr, and A. Elby, Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning, Phys. Rev. ST Phys. Educ. Res. 6 (1), 010105 (2010), <https://doi.org/10.1103/PhysRevSTPER.6.010105>.
![]() Goertzen, R., Scherr, R., & Elby, A. (2010, April 7). Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning. Phys. Rev. ST Phys. Educ. Res., 6(1), 010105. Retrieved February 16, 2025, from https://doi.org/10.1103/PhysRevSTPER.6.010105
![]() Goertzen, R, R. Scherr, and A. Elby. "Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning." Phys. Rev. ST Phys. Educ. Res. 6, no. 1, (April 7, 2010): 010105, https://doi.org/10.1103/PhysRevSTPER.6.010105 (accessed 16 February 2025).
![]() Goertzen, Renee Michelle, Rachel Scherr, and Andrew Elby. "Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning." Phys. Rev. ST Phys. Educ. Res. 6.1 (2010): 010105. 16 Feb. 2025 <https://doi.org/10.1103/PhysRevSTPER.6.010105>.
![]() @article{
Author = "Renee Michelle Goertzen and Rachel Scherr and Andrew Elby",
Title = {Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {6},
Number = {1},
Pages = {010105},
Month = {April},
Year = {2010}
}
![]() %A Renee Michelle Goertzen %A Rachel Scherr %A Andrew Elby %T Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning %J Phys. Rev. ST Phys. Educ. Res. %V 6 %N 1 %D April 7, 2010 %P 010105 %U https://doi.org/10.1103/PhysRevSTPER.6.010105 %O application/pdf ![]() %0 Journal Article %A Goertzen, Renee Michelle %A Scherr, Rachel %A Elby, Andrew %D April 7, 2010 %T Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning %J Phys. Rev. ST Phys. Educ. Res. %V 6 %N 1 %P 010105 %8 April 7, 2010 %U https://doi.org/10.1103/PhysRevSTPER.6.010105 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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