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Abstract Title: Learning Assistants’ Views on the Role of Student-Teacher Relationships on Learning
Abstract: The Colorado Learning Assistant (LA) Model has demonstrated that it is successful in helping to meet multiple goals including enhancing student learning in LA-supported courses, increasing conceptual understanding of physics among LAs, and improving the teaching practices of former LAs in K-12 schools. The research reported here investigated the experiences of first-time physics LAs taking into account the goals of the program and the learning philosophies implicit in the design of the LA experience. Analysis of interviews with LAs and LAs' written reflections, demonstrated a common theme across LAs concerning the importance of student/teacher relationships in learning. The LAs' views on relationships focus on issues of teacher approachability and authority. Inferences are made about the critical aspects of the LA model related to LAs' learning. Suggestions are also made concerning possible improvements to the LA experience based on this analysis of LAs' learning.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Kara E. Gray
Seattle Pacific University
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