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ABSTRACTGraduate students play a major role in teaching in higher education, particularly in undergraduate programs. The purpose of the present study was two-fold: first, to identify graduate students’ motives for working as graduate teaching assistants (GTAs), describe some aspects of their work, and ascertain their perceived benefits; second, to predict GTAs’ benefits as a function of their individual background characteristics, motives, job difficulties, and richness of professional interactions with the course instructor. Data were collected from 189 GTAs who led discussion groups at a large research university in Israel by means of an internet questionnaire. Findings revealed that graduate students accepted the position of GTA mainly for extrinsic reasons, such as salary and convenience. They claimed to have faced few difficulties and that their professional interactions with the course instructors focused more on job responsibilities and less on pedagogical issues. They reported having gained a greater understanding of course content and improved teaching skills due to their experience as GTAs. Richness of contact with the course instructor, motives, difficulties, and faculty match significantly contributed to predicting perceived benefits. The implications of the results are discussed. 相似文献
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Fadia Dakka 《British Journal of Sociology of Education》2020,41(1):80-94
AbstractThis article explores the powerful yet contradictory role of neoliberalism, its competitive mechanisms and emotional logics. Theoretically, it reviews the shifting state-higher education-market nexus through the lens of a critical cultural political economy paradigm. Conceptually, it closely examines Davies’ work on the ‘logic of competition’ (2014) and Naidoo’s idea of ‘competition fetish’ (2011, 2015, 2018) to expose the material and discursive dispositifs through which nation-states, institutions and individual actors mobilize universities to position themselves in the global knowledge economy. The discussion is informed and supported by empirical evidence drawn from a doctoral project (2013–2014). The article aims to contribute to the extant critique of (higher) education by introducing the paradox of ‘polarized convergence’ as an instance of differentiation without diversity in the contemporary English university. Such paradox urges the re-visitation and broadening of the idea and practice of the entrepreneurial university to reinvigorate the link between competition, innovation and diversity. 相似文献
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Fadia Nasser-Abu Alhija Barbara Fresko 《Assessment & Evaluation in Higher Education》2018,43(6):943-954
Graduate teaching assistants (GTAs) constitute a valuable and economical teaching force in many higher education undergraduate programmes. However, student satisfaction with their teaching has attracted little attention in the research literature. This study aimed at examining students’ evaluation of teaching of GTAs in discussion groups, as well as exploring the effects of group and GTA variables on these ratings. Data were collected using a questionnaire administered online and completed by 7078 undergraduate students. Participants were enrolled in classes taught by 278 GTAs from four faculties in a major Israeli university. Results indicated that ratings assigned to clarity of instruction were the most salient predictor of students’ overall evaluation. Generally, findings were consistent with those reported in the literature for other categories of instructors. Groups taught by GTAs in exact sciences and engineering were rated higher than those in social sciences and business management. Group size and the percentage of men students were inversely correlated with student ratings, while student attendance rate was positively correlated. Women GTAs and GTAs who taught more than one group tended to receive higher ratings. Overall student attendance rate was the most prominent predictor of student ratings. The implications of the findings are discussed. 相似文献
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Extensive research has been done on student ratings of instruction on closed-ended questionnaires, but little research has examined students’ written responses to open-ended questions. This study investigated the written comments of students in 198 classes, focusing on their frequency, content, direction, and consistency with quantitative ratings on closed-ended items. Results indicated that about 45% of the students wrote comments. Comments were more often positive than negative and tended to be general rather than specific. Written comments addressed dimensions similar to those identified in the closed-ended items, but they also related to unique aspects of the courses as well. 相似文献
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This study examined the relationship between student ratings and instructors’ predictions of these ratings, taking into account other instructor, student, and course characteristics. Participants in the study were 198 instructors in the School of Education at a major teacher training college in Israel. Data corresponding to one randomly selected course per instructor were collected using student and instructor questionnaires and college records. Results indicate a systematic positive relationship between instructors’ predictions and actual student ratings with respect to overall ratings and the ratings of three dimensions of teaching. Results also demonstrate a systematic trend whereby low‐rated instructors tend to overestimate their student ratings, high‐rated instructors underestimated ratings, and moderately rated instructors gave accurate predictions. Results have implications for using predictions to motivate teaching improvement. 相似文献
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This paper explores the operation and contribution of induction seminars operated as learning communities for new teachers. Mixed methods were used: 378 new teachers and 29 seminar leaders completed questionnaires, 16 new teachers and 14 seminar leaders were interviewed, and 20 seminar meetings were observed. Findings showed that seminar discussions focused primarily on coping with discipline problems, building self-confidence, and developing a professional identity. The main contribution of the seminars was emotional support provided in a non-threatening environment. Findings imply that seminars can be a significant supplement to in-school mentoring for the professional development and adjustment of new teachers. 相似文献
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Background and Context: Understanding the effects of learner characteristics and perceived learning environment on achievement in academic fields including Computer Science (CS) is of critical importance.
Objective: This study aimed at testing a hypothesized model of achievement in CS in terms of the learner and the learning environment characteristics.
Method: Data were collected using a questionnaire administered to a random sample of 315 eleventh and twelfth-grade advanced CS students (28% girls). Structural equation modelling (SEM) analysis was utilized to test the proposed structural model.
Findings: The hypothesized structural model fits the data reasonably, yet five of the 17 assumed effects were not significant. A modified model with only significant effects fit the data well and accounted for 41% of the variance. Mathematics achievement, self-efficacy and classroom learning environment are the most influential variables on achievement in CS.
Implications: The findings bear important implication for helping students by resolving obstacles that obstruct their learning and achievement. 相似文献
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Education for national identity: Arab schools principals and teachers dilemmas and coping strategies
AbstractThis article discusses strategies used by Arab principals and teachers in Israel to cope with dilemmas involved in education for national identity stemming from conflict between two national narratives. While the Israeli Ministry of Education expects the Arab education system to educate students according to the Jewish State’s values, Palestinian Arab society expects its schools to educate its children according to Palestinian Arab national-cultural values. A qualitative research employed a semi-structured interview to elicit views on this issue from 7 principals and 14 teachers in the Arab education system in Israel. The findings indicate a conflictual reality. Interviewees expressed fear, humiliation and affront when required to obey Ministry of Education instructions in contradiction to attitudes prevalent in their society. They therefore developed coping strategies to foster students’ national identity without disrupting the necessary balance; primarily the construction of a covert learning program through manipulations in the official overt learning program. This study contributes to our understanding of minority education in a reality of conflict between the state and its national minority. 相似文献
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ABSTRACTWhere and when do academics write and what are the feelings associated with it? Is the pressure to write a fulfilling process of joyful exploration, or is it stressful and wracked with self-doubt? Inspired by Henri Lefebvre’s Rhythmanalysis, this article explores the rhythmic dispositions and orientations of contemporary academic writing, exposing the perils of neoliberal quantification and fragmentation in relation to the practice and experience of writing. The critical examination of Helen Sword’s guide to successful academic writing and a critique of the material and abstract spaces destined to contemporary academic writing inform the analysis, revealing problematic contractions and ruptures in the spatio-temporal continuum that organically connects reading, thinking and writing. The article makes, therefore, a case for the use of Rhythmanalysis as a diagnostic method capable of signalling – by detecting arrhythmias – the increasing disjunction between the institutional demands of accelerated production and the slower, irrational rhythms of craftsmanship. By politicizing the pathologies of contemporary academic writing, Rhythmanalysis discloses its potential as a progressive political resource: both as a radical call for appropriation and as a counter-discourse, it allows to restore a more harmonious relationship between thinking, reading and writing against dominant forms of productivist fragmentation, while shedding light on the non-places and dead times of our everyday writing habits. 相似文献