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The Effects of Practice-Based Training on Graduate Teaching Assistants' Classroom Practices

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Title: The Effects of Practice-Based Training on Graduate Teaching Assistants' Classroom Practices
Language: English
Authors: Becker, Erin A., Easlon, Erin J., Potter, Sarah C., Guzman-Alvarez, Alberto, Spear, Jensen M., Facciotti, Marc T., Igo, Michele M., Singer, Mitchell, Pagliarulo, Christopher
Source: CBE - Life Sciences Education. Dec 2017 16(4).
Availability: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Graduate Students, Teaching Assistants, Accountability, Active Learning, Evidence Based Practice, Guidelines, Introductory Courses, Biology, Logical Thinking, Anxiety, Feedback (Response), Video Technology, Coding, Correlation, Science Tests, Scores, Student Participation, Outcomes of Education, Observation, Statistical Analysis
DOI: 10.1187/cbe.16-05-0162
ISSN: 1931-7913
Abstract: Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K-12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices.
Abstractor: As Provided
Number of References: 64
Entry Date: 2018
Accession Number: EJ1165211
Database: ERIC
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  Data: The Effects of Practice-Based Training on Graduate Teaching Assistants' Classroom Practices
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  Data: <searchLink fieldCode="AR" term="%22Becker%2C+Erin+A%2E%22">Becker, Erin A.</searchLink><br /><searchLink fieldCode="AR" term="%22Easlon%2C+Erin+J%2E%22">Easlon, Erin J.</searchLink><br /><searchLink fieldCode="AR" term="%22Potter%2C+Sarah+C%2E%22">Potter, Sarah C.</searchLink><br /><searchLink fieldCode="AR" term="%22Guzman-Alvarez%2C+Alberto%22">Guzman-Alvarez, Alberto</searchLink><br /><searchLink fieldCode="AR" term="%22Spear%2C+Jensen+M%2E%22">Spear, Jensen M.</searchLink><br /><searchLink fieldCode="AR" term="%22Facciotti%2C+Marc+T%2E%22">Facciotti, Marc T.</searchLink><br /><searchLink fieldCode="AR" term="%22Igo%2C+Michele+M%2E%22">Igo, Michele M.</searchLink><br /><searchLink fieldCode="AR" term="%22Singer%2C+Mitchell%22">Singer, Mitchell</searchLink><br /><searchLink fieldCode="AR" term="%22Pagliarulo%2C+Christopher%22">Pagliarulo, Christopher</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22CBE+-+Life+Sciences+Education%22"><i>CBE - Life Sciences Education</i></searchLink>. Dec 2017 16(4).
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  Data: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
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  Data: Y
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Assistants%22">Teaching Assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Tests%22">Science Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
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  Data: 10.1187/cbe.16-05-0162
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  Data: 1931-7913
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  Data: Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K-12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices.
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      – SubjectFull: Teaching Assistants
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