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Abstract Title: A Framework for Assessing Learning Assistants’ Reflective Writing Assignments
Abstract: At Florida International University we have implemented a learning assistant program (LAP) based on the Colorado Learning Assistant Model.[1] As a part of this program, students take a course on science and mathematics education theory and practice in which they are required to submit written reflections. The purpose of this study is to determine if students' writing assignments provide evidence that they are reflecting on their teaching experiences and to characterize the different ways in which they reflect on those experiences. In our investigation we adapted a rubric from Hatton and Smith[2]. We show how this rubric helps us to categorize the depth of student reflections and provide them with constructive feedback.
Footnote: [1]Otero, V., Pollock, S., & Finkelstein. (2010). A physics department's role in preparing physics teachers: The Colorado learning assistant model. American Journal of Physics. 78(11), 1218-1224.
[2]Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and teacher education, 11(1), 33-49.
Abstract Type: Symposium Poster
Targeted Session: LA Model Variation and Emulation: Toward a National Research Agenda?

Author/Organizer Information

Primary Contact: Geraldine L. Cochran
Florida International University
11200 S.W. 8th Street
VH 173
Miami, FL 33199
Phone: 919-802-0884
and Co-Presenter(s)
David T. Brookes--Florida International University, Department of Physics
Eric Brewe--Florida International University, Department of Teaching & Learning and Department of Physics
Laird H. Kramer--Florida International University, Department of Physics

Contributed Poster

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