Predictors of Grades Assigned by Graduate Teaching Assistants in Physical Education

1987 ◽  
Vol 60 (3) ◽  
pp. 735-739 ◽  
Author(s):  
H. Thomas Ford ◽  
John R. Puckett ◽  
Larry A. Tucker
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teaching Assistants ◽  
Demographic Data ◽  
Teaching Experience ◽  
Graduate Teaching Assistants ◽  
Self Concept ◽  
Graduate Teaching ◽  
Service Programs ◽  
Average Grade

To determine possible predictors of grades assigned by graduate teaching assistants in physical education service programs, average grade assignments of 20 assistants for one quarter, collected over 2 yr., were compared with demographic data, teaching experience, GRE scores, total score on the Tennessee Self-concept Scale, and teachers' ratings. Bivariate correlations indicated that the average grade assigned by assistants was related significantly to sex, marital status, and global self-concept; however, age, teaching experience in public schools, total GRE scores, and students' ratings of teachers' effectiveness were not related significantly to the mean grades assigned to students.

Graduate Teaching Assistants’ Experiences Teaching Physical Education at a Youth Development Center

2021 ◽  
pp. 1-10
Author(s):  
Cory E. Dixon ◽  
Jared A. Russell ◽  
Peter A. Hastie
Keyword(s):  
Physical Education ◽  
Youth Development ◽  
Teaching Assistants ◽  
Phenomenological Approach ◽  
Graduate Teaching Assistants ◽  
Study Approach ◽  
Graduate Teaching ◽  
First Case ◽  
The Impact ◽  
Development Center

Purpose: This study examined the pedagogical experiences of former graduate teaching assistants following their teaching experiences at a youth development center. Method: A case study approach was utilized to investigate each participant case while a phenomenological approach was employed to analyze each case. The participants, Malik, Dante, and Ray, previously taught physical education at a youth development center as graduate teaching assistants. Results: The results of this study are presented as three cases centered on the participants and their experiences. The first case, “developing people from where they are, not where you want them to be . . .” (Malik) highlights the participants’ appreciation of their students’ culture and context. The second case, “resiliency to teach well regardless of circumstance or situation . . .” (Dante) features the participants’ ability to teach diverse learners. The third case, “uphill battles . . . you cannot learn this in a textbook . . .” (Ray) features the challenges faced while teaching at the youth development center. Discussion: Consistencies across participants’ experiences, the impact on their current careers, and implications for introducing culturally relevant and sustaining pedagogies via nontraditional settings are discussed.

scholarly journals The Ph.D. Panic: Examining the relationships among teaching anxiety, teaching self-efficacy, and coping in Biology graduate teaching assistants (GTAs)

2020 ◽  
Author(s):  
Miranda M. Chen Musgrove ◽  
Elisabeth E. Schussler
Keyword(s):  
Mental Health ◽  
Coping Strategies ◽  
Self Efficacy ◽  
Teaching Assistants ◽  
Teaching Experience ◽  
The United States ◽  
Graduate Teaching Assistants ◽  
Graduate Teaching ◽  
Teaching Anxiety ◽  
And Coping

ABSTRACTAnxiety among graduate students in the United States has increased over the last several decades, affecting not only their overall mental health but also reducing retention in graduate programs. Teachers with high teaching anxiety can negatively impact student learning, yet the impacts of teaching anxiety on graduate teaching assistants (GTAs) is not well studied. Biology GTAs teach most introductory Biology labs and discussions nationally, thus broadly influencing the quality of undergraduate education. In Fall 2016, we investigated Biology GTA teaching anxiety at a large research-intensive southeastern university by (1) measuring teaching anxiety of Biology GTAs, and (2) exploring the relationships among teaching anxiety, self-efficacy, and coping. Using multiple linear regressions, we found that greater teaching self-efficacy is related to lower teaching anxiety in Biology GTAs (R2adi =0.65, p<0.001). Coping strategies and frequencies did not significantly contribute to teaching anxiety in our models. We found similar levels of teaching anxiety across genders, ethnicities, student citizenship status (domestic vs. international) and teaching experience level. However, there were significant differences among student subgroups in teaching self-efficacy and coping strategies. Effective coping may contribute to the lack of anxiety differences among some of the student subgroups. These results can inform teaching professional development for GTAs, and encourage greater awareness and dialogue about the impacts of mental health issues in academia.

scholarly journals Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

2015 ◽  
Vol 14 (3) ◽  
pp. ar32 ◽  
Author(s):  
Sue Ellen DeChenne ◽  
Natalie Koziol ◽  
Mark Needham ◽  
Larry Enochs
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Teaching Assistants ◽  
Teaching Experience ◽  
Graduate Teaching Assistants ◽  
Equation Modeling ◽  
Graduate Teaching ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs.

Preparing Future Biology Faculty

2014 ◽  
Vol 76 (1) ◽  
pp. 17-21 ◽  
Author(s):  
Stephanie A. Lockwood ◽  
Amanda J. Miller ◽  
Meghan M. Cromie
Keyword(s):  
Teaching Assistants ◽  
Teaching Experience ◽  
Graduate Teaching Assistants ◽  
Faculty Members ◽  
Development Programs ◽  
Further Training ◽  
Faculty Mentor ◽  
Graduate Teaching ◽  
New Graduate ◽  
Instruction And Learning

Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy and mentoring opportunities within a biology department. The Graduate Teaching Scholars Program provides opportunities for individualized instruction and learning while working with a faculty mentor. Graduate teaching scholars attend workshops, have their teaching evaluated, and serve as mentors for new graduate teaching assistants in the department. Students in the program are able to contribute to departmental education initiatives while growing professionally as teachers and future faculty.

An instructional consultation service for graduate teaching assistants

1988 ◽  
Vol 17 (2) ◽  
pp. 96-98
Author(s):  
J. C. Habel ◽  
J. G. Graved
Keyword(s):  
Teaching Assistants ◽  
Graduate Teaching Assistants ◽  
Instructional Consultation ◽  
Consultation Service ◽  
Graduate Teaching

Exploration of factors related to the development of science, technology, engineering, and mathematics graduate teaching assistants' teaching orientations

2013 ◽  
Vol 39 (10) ◽  
pp. 1910-1928 ◽  
Author(s):  
Joanna Gilmore ◽  
Michelle A. Maher ◽  
David F. Feldon ◽  
Briana Timmerman
Keyword(s):  
Teaching Assistants ◽  
Graduate Teaching Assistants ◽  
Graduate Teaching ◽  
Science Technology ◽  
And Mathematics ◽  
Teaching Orientations
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