國立虎尾科技大學 |

How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development./
作者:	Milbourne, Hayley Miles-Leighton.
面頁冊數:	1 online resource (374 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438094710

How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development.
Milbourne, Hayley Miles-Leighton.

How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development. - 1 online resource (374 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--University of California, San Diego, 2018.

Includes bibliographical references

Across the nation, there is increasing national interest in improving the way mathematics departments prepare their graduate teaching assistants (GTAs) because of their integral role in teaching lower division mathematics courses, particularly within the Calculus sequence (Speer, Deshler, & Ellis, 2017). While there have been several studies that look into the ways departments prepare their GTAs (Belnap & Allred, 2009; Speer, Smith, & Horvath, 2010), little is still known about how GTAs make sense of and understand the active-learning teaching practices introduced to them. In order to better support GTAs, we need to understand how GTAs are interpreting and making sense of these teaching practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438094710Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development.
LDR:03685ntm a2200361Ki 4500 001 916459
005 20181002081326.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438094710
035 $a (MiAaPQ)AAI10784579
035 $a (MiAaPQ)ucsd:17288
035 $a AAI10784579
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Milbourne, Hayley Miles-Leighton. $3 1190196
245 1 0 $a How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development.
264 0 $c 2018
300 $a 1 online resource (374 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Susan Nickerson.
502 $a Thesis (Ph.D.)--University of California, San Diego, 2018.
504 $a Includes bibliographical references
520 $a Across the nation, there is increasing national interest in improving the way mathematics departments prepare their graduate teaching assistants (GTAs) because of their integral role in teaching lower division mathematics courses, particularly within the Calculus sequence (Speer, Deshler, & Ellis, 2017). While there have been several studies that look into the ways departments prepare their GTAs (Belnap & Allred, 2009; Speer, Smith, & Horvath, 2010), little is still known about how GTAs make sense of and understand the active-learning teaching practices introduced to them. In order to better support GTAs, we need to understand how GTAs are interpreting and making sense of these teaching practices.
520 $a The GTAs within this study were running break-out sections twice a week for Calculus I and II, with one of the break-out sections involving the facilitation of activities and group work. GTAs engaged in a three-day pre-term seminar, a semester-long PD course on leading student-centered classes, and weekly meetings with the course coordinators. Lead TAs provided support and feedback to their fellow GTAs.
520 $a Using a modified framework based on a socio-cultural learning theory, known as the Vygotsky Space (Harre, 1983), I analyzed the ways in which the discourse around the teaching practices, for both "active-learning" and "traditional" classrooms, changed over the course of a semester and the role lead TAs and others had in their publicized interpretations. Two different types of changes were recorded, elaboration and transformation, and each was tracked as they were publicized over the course of the semester. I created criteria to determine whether or not the discourse around a particular teaching practice was conventionalized within a community. Results from this study give insight into what teaching practices were challenging to understand, as well as the interpretations taken up and conventionalized by the GTAs. Approximately 20% of the practices showed evidence of some form of conventionalization; some of the conventionalized practices were transformations of the original version. The lead TAs may have influence over GTAs' instructional practice, but they did not have much influence over the interpretations publicized. These results yield insights useful to faculty involved in the professional development of GTAs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
650 4 $a Teacher education. $3 1148451
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of California, San Diego. $b Mathematics and Science Education. $3 1190197
773 0 $t Dissertation Abstracts International $g 79-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10784579 $z click for full text (PQDT)