Foreign-Born Teaching Assistants and Student Achievement: An Ordered Probit Analysis

Marvasti, Akbar

doi:10.1177/056943450705100210

Cited by 10 publications

(7 citation statements)

References 17 publications

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“…In other words, it appears that foreign-born workers variable explains the adverse effect of changes in the composition of immigrants on work injury better than the language proficiency of foreign born. In fact, when a similar issue is addressed regarding productivity of foreign-born teaching assistants, Marvasti (2007) does not find any evidence of an adverse effect of poor communication skills of foreign-born teaching assistants on the students' grades, while the presence of foreign born, apparently due to cultural gap, lowers students' grades.…”

Section: Resultsmentioning

confidence: 92%

Occupational Safety and English Language Proficiency

Marvasti

2010

J Labor Res

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Recent occupational injury data shows a rising trend, which happens to coincide with both increases in the population of foreign born in the U.S. and with changes in its composition. This study aims at exploring the presence of a statistical relationship between occupational injuries and the level of English proficiency of foreign born using cross-sectional data on the rate of injury and count of injury incidents. A cultural gap hypothesis is also examined as an alternative explanation for the rise in work injuries. While there is some support for the adverse effect of inadequate English language proficiency of foreign born, the results for the cultural gap hypothesis are more robust.

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Section: Resultsmentioning

confidence: 92%

Occupational Safety and English Language Proficiency

Marvasti

2010

J Labor Res

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“…Marvasti (2007) as well as Milkman and McCoy (2014) furthered existing research on undergraduate economics instruction by evaluating graduate teaching assistants. Marvasti utilized an ordered probit model to evaluate the effect of foreign-born teaching assistants on students’ economic content knowledge acquisition.…”

Section: Program Designmentioning

confidence: 98%

Economic Education Retrospective

Asarta

Jennings

Grimes

2016

The American Economist

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The American Economist has a long and significant history of publishing research in the field of economic education. This article provides a review and synthesis of the 70 economic education articles published by the journal between spring 1990 and spring 2015. The authors discuss The American Economist’s contribution to the field of economic education according to four primary themes: program design, instructional and assessment methodology, instructional materials, and student outcomes.

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“…Thus, it is important to briefly review the literature that has focused on foreign-born teaching assistants' perceived effectiveness as teachers. Research on the teaching effectiveness of foreign-born TAs has been extensive with mostly contradictory findings (Borjas, 2000; Fleisher, Hashimoto, & Weinberg, 2002; Fox & Gay, 1994; Jacobs & Friedman, 1988; Marvasti, 2007; Norris, 1991; Rubin, 1992; Thomas & Monoson, 1993). For example, based on a survey of undergraduate students in a microeconomics course at a single research university, Borjas (2000) suggested that foreign-born teaching assistants had an adverse effect on students' scholastic achievement.…”

Section: Review Of the Literaturementioning

confidence: 99%

Teaching workload and satisfaction of foreign-born and U.S.-born faculty at four-year postsecondary institutions in the United States.

Mamiseishvili

2011

Journal of Diversity in Higher Education

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This study examined foreign-born faculty members' teaching workload, classroom assessment and instructional techniques, and satisfaction with instructional support and authority relative to their U.S.-born faculty peers at 4-year postsecondary institutions in the United States. The analysis of the data from the National Study of Postsecondary Faculty (NSOPF:04) survey revealed more similarities than differences between the two faculty groups. The study found that foreign-born faculty members, on average, devoted the same amount of time to teaching per week; however, they generated fewer total student contact and classroom credit hours per semester than U.S.-born peers. The results also indicated that foreign-born faculty members seemed slightly less satisfied with their authority to make decisions on curriculum, course content, and methods of instruction, but overall, their satisfaction with instructional support was comparable to the satisfaction level reported by their U.S.-born colleagues.

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Foreign-Born Teaching Assistants and Student Achievement: An Ordered Probit Analysis

Cited by 10 publications

References 17 publications

Occupational Safety and English Language Proficiency

Occupational Safety and English Language Proficiency

Economic Education Retrospective

Teaching workload and satisfaction of foreign-born and U.S.-born faculty at four-year postsecondary institutions in the United States.

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