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ERIC Number: EJ945054
Record Type: Journal
Publication Date: 2011-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0742-5627
The Role of Teaching Assistants in Student-Centered Learning: Benefits, Costs, and Negotiations
Wright, Mary C.; Bergom, Inger; Brooks, Michael
Innovative Higher Education, v36 n5 p331-342 Nov 2011
As more faculty members utilize student-centered methods, we should also expect to see an increase in graduate teaching assistants (TAs) who are asked to co-teach these classes. However, little is written about the challenges TAs face and the adjustments they make when teaching student-centered courses. This study examined a student-centered course taught by the "hevruta" method, a dyadic approach that emphasizes text-based student discussions. Although students reported significant learning gains, both they and TAs had to negotiate new instructional roles. Based on student and TA feedback, strategies are presented to facilitate effective student learning in a student-centered course co-taught by TAs.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A