PERC 2009 Abstract Detail Page
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Abstract Title: | How Do Tutorial TAs Set the Tone for Their Students? |
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Abstract: | Tutorial students learn how to "do tutorial" primarily from the explicit and implicit messages that they get from their TAs. These messages are most clearly evident in the first few weeks of the semester, as students and TAs negotiate their expectations regarding what kinds of answers are acceptable, who leads the conversation, and what the TA's and students' roles are during their conversations. We present a case study of a TA's interaction with a group of students during the first three weeks of the semester as they "set the tone" by communicating and negotiating their expectations. |
Abstract Type: | Contributed Poster |
Author/Organizer Information | |
Primary Contact: |
Renee Michelle Goertzen University of Maryland, College Park Department of Physics College Park, MD 20742 Phone: 240-821-0456 |
Co-Author(s) and Co-Presenter(s) |
Rachel E. Scherr Department of Physics, University of Maryland, College Park Andrew Elby Department of Physics, University of Maryland, College Park |