Graduate teaching assistant training in speech communication and noncommunication departments: A national survey

Buerkel-Rothfuss, Nancy L.; Gray, Pamela Lee

doi:10.1080/03634529009378811

Cited by 20 publications

(7 citation statements)

References 22 publications

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“…These results may be especially helpful to college instructors, as they tend to receive little training beyond receiving information about policies (Buerkel-Rothfuss & Gray, 1990;Richmond & Frymier, 2010). Therefore, instructors should be aware of and work to manage their students' emotional responses so that learning and satisfaction may be enhanced.…”

Section: Emotional Responses To Injustice 57mentioning

confidence: 91%

Toward a Further Understanding of Students' Emotional Responses to Classroom Injustice

Chory¹,

Horan²,

Carton³

et al. 2013

Communication Education

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Section: Emotional Responses To Injustice 57mentioning

confidence: 91%

Toward a Further Understanding of Students' Emotional Responses to Classroom Injustice

Chory¹,

Horan²,

Carton³

et al. 2013

Communication Education

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“…Based on the interview results and previous studies, we created a survey to act as a diagnostic tool for STEM programs [12]. Similar surveys have been created to understand TAs' perspectives of the benefits of training, effectiveness of course materials, helpful experiences, and many other aspects of programs [13][14][15][16]. Our survey tool targets TAs' motivations, their responsibilities including providing feedback and grading, and training techniques.…”

Section: Research Questionsmentioning

confidence: 99%

Influence of teaching assistants' motivation on student learning

Rodgers

Marbouti

Shafaat

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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Teaching assistants (TAs) are crucial for student learning, especially in large science, technology, engineering, and mathematics (STEM) programs with student-centered learning environments. To understand TAs' perspectives of their ability to facilitate learning in these environments, this research team conducted a mixed-methods study. This study was set in the First-Year Engineering Program at Purdue University. The TAs for this program are responsible for scaffolding student teams' learning through feedback on open-ended problems, along with some other traditional TA duties (e.g., grading student work, answering student emails). The study began with a qualitative component in which eight TAs were interviewed about their abilities to execute their various responsibilities. Based on these interview findings and literature, a survey was developed to further investigate key elements that the TAs discussed (e.g., motivation and feedback). Forty-three TAs completed the survey. Based on the analysis of TAs' responses, two regression models were made that describe the factors that effect TAs' self-reported likeliness to give effective feedback and ineffective feedback. TAs with intrinsic motivation were more likely to give more effective feedback, while TAs with extrinsic motivation were more likely to give more ineffective feedback. Also female TAs reported giving less feedback in general than male TAs.

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“…Abbott & Wulff, 1989;Constantinides, 1987a;Buerkel-Rothfuss & Gray, 1990;Byrd, Constantinides & Pennington, 1989). This concern has been referred to as the "foreign TA problem" (Bailey, 1984).…”

mentioning

confidence: 99%

A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom

Liu¹

2000

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Graduate teaching assistant training in speech communication and noncommunication departments: A national survey

Cited by 20 publications

References 22 publications

Toward a Further Understanding of Students' Emotional Responses to Classroom Injustice

Toward a Further Understanding of Students' Emotional Responses to Classroom Injustice

Influence of teaching assistants' motivation on student learning

A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom

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