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Durán CE Bahena EN Rodríguez Mde L Baca GJ Uresti AS Elizondo-Omaña RE López SG 《Anatomical sciences education》2012,5(3):171-176
Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios. 相似文献
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Jessica Crowe Ryan Ceresola Tony Silva 《Assessment & Evaluation in Higher Education》2014,39(6):759-775
By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants, over two semesters. Results indicate that having undergraduate teaching assistants in the classroom can result in higher student performance. Students in the sections with undergraduate teaching assistants earned higher grades, were more likely to pass the course with a C or higher and performed better on half of the student learning outcomes than students in the sections without an undergraduate teaching assistant. Based on the overwhelmingly positive results on student learning, we would recommend the active use of undergraduate teaching assistants in the classroom, but especially for courses that students find challenging. 相似文献
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Alison E. Baroody 《School Effectiveness & School Improvement》2017,28(2):314-335
This study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effective Teaching database included 464 US classrooms. Classrooms were defined as self-contained if a generalist teacher provided instruction on all subjects and departmentalized if a specialist teacher provided instruction on a specific subject. Beginning-of-the-year classroom-level covariates were compared. Both ELA and mathematics self-contained classrooms had larger class sizes, served more students of color, served students with lower initial achievement, and had teachers with fewer years of teaching experience but more likely to have a Master’s degree. Regression models were used to determine if classroom format predicted teaching effectiveness and achievement while controlling for beginning-of-the-year classroom-level covariates. Departmentalization had a small positive association with higher teaching effectiveness ratings in ELA classes. Classroom format was not a significant predictor of achievement in ELA or math. 相似文献
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This study, based on the theoretical model of Teacher Self-Efficacy proposed by Denham and Michael (1981), explored the effects
of prior training, previous teaching experience, and certain demographic variables on the teaching self-efficacy of graduate
teaching assistants. An adapted version of the Self-Efficacy Toward Teaching Inventory (Tollerud, 1990) was administered to
a sample of graduate teaching assistants. Graduate teaching assistants with prior training endorsed a significantly higher
level of self-efficacy than those with no training. Correlational analyses demonstrated significant positive relationships
between prior training and previous teaching experience with level of self-efficacy. Multiple regression analysis indicated
that previous teaching experience explained a significant amount of variance in self-efficacy. Results are discussed in light
of the current training and utilization of graduate teaching assistants, and suggestions for future research are offered.
is with the College of Education 相似文献
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Optical versus virtual: teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course 总被引：1，自引：0，他引：1
Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed through qualitative methods. This analysis showed that the teaching assistants found the virtual microscope to be an advantageous change in the classroom. They cite the ease of use of the virtual microscope, access to histology outside of designated laboratory time, and increasing student collaboration in class as the primary advantages. The teaching assistants also discuss principal areas where the use of the virtual microscope can be improved from a pedagogical standpoint, including requiring students to spend more time working on histology in class. 相似文献
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Fang Gao Mark S.K. Shum 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):445-456
Background:?Recent government initiatives in Hong Kong have focused on raising the participation of students from South Asian backgrounds in mainstream schools, to encourage their further integration into Hong Kong's educational system and society. These students' learning in mainstream schools takes place within the context of the central curriculum and, thus, students face the challenge of learning Chinese as an additional language. Mainstream schools sometimes provide additional support, including the provision of bilingual teaching assistants to address the specific needs of the students from South Asian backgrounds. Purpose:?This exploratory study aims to investigate the roles of bilingual teaching assistants in Hong Kong. Method:?Interviews were held with two bilingual teaching assistants from the South Asian community in Hong Kong who were working in a mainstream secondary school. Teachers from the school were also interviewed. Open-ended interview questions focused on perceptions of the roles and responsibilities of bilingual teaching assistants in Chinese-language-medium classes. The data were analysed to identify any emergent patterns and themes. Findings:?The research findings indicate that the bilingual teaching assistants from the South Asian community not only took on the role of helping the learners from South Asian backgrounds in Chinese language acquisition, but also acted as cultural mediators between mainstream school culture and the culture of the South Asian community in Hong Kong. Conclusions:?This small-scale exploratory research study suggests the importance of the role of bilingual teaching assistants in promoting equal access to quality education for ethnic minorities in Hong Kong. 相似文献
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Student perspectives on curricular change: lessons from an undergraduate lower-division biology core 总被引：1，自引：1，他引：0
Casem ML 《CBE life sciences education》2006,5(1):65-75
Inquiry-based laboratories are acknowledged as the preferred method of instruction for development of research skills. Much has been written about changes in student performance associated with inquiry, but less is known about how students view the inquiry-based format or whether they perceive a benefit from this type of instruction. The Student Assessment of Learning Gains (SALG) survey was used to evaluate and compare student reactions to the new, inquiry-based laboratories of a lower-division undergraduate curriculum, from implementation to the present (an interval of 3 yr). Initial student response to the format and value of the inquiry labs improved over time. The quality of the graduate teaching assistants and the clarity of the laboratory manual were important variables influencing student perception. A student's perception of his/her retention of lab-related skills was strongly associated with perceptions of gains in those skills. Student responses reflect their most current laboratory experience and not a cumulative effect of participation in the core series of courses. Student success in the inquiry format was not associated with gender or status as a transfer student. The majority of students believe that their experiences in the lower-division inquiry labs have prepared them for upper-division course work. 相似文献
10.
Improving near‐peer teaching quality in anatomy by educating teaching assistants: An example from Sweden 
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下载免费PDF全文 Ellen Johansson Tobias E. Holmin Bengt R. Johansson Magnus Braide 《Anatomical sciences education》2018,11(4):403-409
Peer‐assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full‐time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self‐learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ 11: 403–409. © 2018 American Association of Anatomists. 相似文献
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Briana E. Crotwell Timmerman Denise C. Strickland Robert L. Johnson John R. Payne 《Assessment & Evaluation in Higher Education》2011,36(5):509-547
We developed a rubric for measuring students' ability to reason and write scientifically. The Rubric for Science Writing (Rubric) was tested in a variety of undergraduate biology laboratory courses (total n = 142 laboratory reports) using science graduate students (teaching assistants) as raters. Generalisability analysis indicates that the Rubric provides a reliable measure of students' abilities (g = 0.85) in these conditions. Comparison of student performance in various biology classes indicated that some scientific skills are more challenging for students to develop than others and identified a number of previously unappreciated gaps in the curriculum. Our findings suggest that use of the Rubric provides three major benefits in higher education: (1) to increase substance and consistency of grading within a course, particularly those staffed by multiple instructors or graduate teaching assistants; (2) to assess student achievement of scientific reasoning and writing skills; and (3) when used in multiple courses, to highlight gaps in alignment among course assignments and provide a common metric for assessing to what extent the curriculum is achieving programmatic goals. Lastly, biology graduate students reported that use of the Rubric facilitated their teaching and recommended that training on the Rubric be provided to all teaching assistants. 相似文献
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通过实证研究、调查研究及比较研究法,对2011年以来四川大学大学数学课程教学班级、教师及学生人数、学生成绩等相关数据进行分析,发现教学班级数量不断增加,班级人数不断减少,但是距离30人的小班教学还有较大差距;大班、小班中学生成绩受课程及其难度的影响较大;师生对小班化教学的期望存在差异,“大班授课,小班研讨”的实施出现异化。建议正确认识适合中国国情、适合大学数学课程特点的小班化教学;加强高校教师教育,促进高校教师教学理念、教学方式方法转变;新进适量的教师,鼓励大学数学在职教师多上课,鼓励教授为本科生上课;有效推行“大班授课,小班研讨”,不断提升助教教学和管理能力。 相似文献
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Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
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Norman Edward Herr 《科学教学研究杂志》1992,29(5):521-532
These are two major models for advanced science instruction in American high schools, the traditional honors program and the Advanced Placement (AP) program of the College Entrance Examination Board. Using the self-reports of teachers who were experienced in teaching honors and AP courses to students of similar academic preparation and ability, the author examined the perceived influences of program format upon the use of basic teaching techniques, the laboratory experience, the pace of the course, curricular freedom, and student creativity. One of the most notable aspects of the AP program is the speed at which teachers move through the curriculum. In the rush to prepare students for the exam, most AP teachers adopt a strong lecture format and minimize student-centered activities such as laboratory experimentation, student projects, and student presentations. When laboratory work is not assessed on the national AP examination, such experiences are sacrificed to provide time for lecture. When laboratory experiments are assessed, however, teachers respond by allocating more time for laboratory work, and by upgrading their exercises to make them more quantitative and experimental than those used previously or those used in honors classes. Although AP is associated with a loss in curricular freedom and flexibility, teachers perceive no clear influence of program format upon student creativity. 相似文献
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学生助教在西方国家是一个成熟的理念,有着悠久的理论与实践基础。但在国内学生助教的教学模式还不完善,处于实践的初期。本文主要从学习金字塔最有效的学习方法出发,从教授他人的学习方法引出与之相契合的学生助教的教学模式,并从学生助教提出的背景,实施的具体方法及对象、优势、案例分析与评价等方面进行分析。让高校本科学生参与工科课堂,担任学生助教的探索,既可以提供学生一个巩固学习的机会,又可以缓解教师的辅导压力,对教学监督也起到促进作用,从而使教学达到更佳的效果。 相似文献
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This study examined how midterm student ratings feedback provided to teaching assistants via a theory-based ratings instrument, combined with consultation on instructional practices, would affect teaching practices, ratings of teaching effectiveness, and student learning and motivation. The student ratings instrument that was employed focused on a series of instructional activities derived from Gagné's theory of instruction and Reiser and Dick's instructional model. Thirty-seven teaching assistants in undergraduate computer science and chemistry courses were randomly assigned to either a feedback + consultation group or a no-feedback group. Results of this study indicated that the feedback and consultation process had a significant impact on instructional practices and ratings of teaching effectiveness. Student learning and student motivation were positively correlated with the frequency with which the various instructional activities examined in this study were utilized. Implications of these findings and suggestions for future research are discussed. 相似文献
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Sandra A. Lampley Grant E. Gardner Angela T. Barlow 《Teaching in Higher Education》2018,23(4):468-487
Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many feel underprepared to do so. This study explored the impact of biology GTA participation in a professional development model known as lesson study. Using a case study methodology with multiple qualitative data sources, this study found that lesson study was beneficial for this group of GTAs in that it modified critical aspects of their beliefs about biology instruction. Each participant felt that lesson study helped revise their teaching and changes were seen in some aspects of the participants’ Pedagogical Content Knowledge (PCK). Despite this, there was an observed disconnect between participants’ vocalized intent and classroom practice. This disconnect could be attributed to the difficulty of implementing new strategies, the short duration of the lesson study, and the instructional inexperience of the participants in the study. 相似文献
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Postgraduate fellowship training programs are expanding at Chinese universities. This growing cadre of advanced trainees calls for the development of new learning and training models wherein postgraduate fellows have an ample opportunity to teach more junior learners, thereby expanding their own knowledge base and competitiveness for future employment. Educational reform at Sun Yat-Sen University has recently allowed postgraduate fellows to act as teaching assistants for undergraduate anatomy courses. This model is common in western countries but is novel in China. 相似文献
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王铃 《佳木斯教育学院学报》2014,(12):152-152
重庆文理学院瑜伽教师根据本校体育教学的实际情况,采用瑜伽团队教学模式,提高该校瑜伽课程教学的有效性。通过实践研究,为重庆文理学院瑜伽课程教学提供理论参考。 相似文献
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基于Web/Browser物理实验课件及教学作用 总被引：1，自引：0，他引：1
基于Web／Browser课件在实验教学中有着广泛应用，但必须与教学实际紧密结合才能有效地提高学习效率。该文介绍了基于Web／Browser的近代物理实验课件的内容，论述了该课件的实验教学的辅助作用。实验课件需要提供满足于课前实验预习和课后实验结果分析需要的教学指导。并介绍实际仪器设备性能、作用及操作方法。通过教学资料管理和教学交流栏目，既起着督促检查的作用又展示了完善的实验教学（管理）文档资料。同时促进实验教学积累。 相似文献