Autor: |
Gregory, Lynn, Grindy, Matt, Carroll, Tina, Gill, Juliette, Arroyave, Jesus, Shih, Li-Win, Garrison, Bruce, Salwen, Michael |
Zdroj: |
Conference Papers -- International Communication Association; 2004 Annual Meeting, p1, 25p |
Abstrakt: |
Graduate Teaching Assistants (GTAs) are being utilized as primary instructors in undergraduate classrooms in increasing numbers. This benefits both the GTA and the department in which she or he works. The GTA usually receives a tuition waiver, stipend, or some combination of the two while at the same time building a teaching portfolio; the department staffs classes for a reduced pay rate increasing profits and opening classes that may not have been offered. Students, the third part of what can be seen as the education triangle, also benefit from the increased number of classes and sections available each semester. The logistical perks are apparent, but what of the classroom interaction between these often untested teachers and their sometimes unwilling students? Research in teacher immediacy, credibility, and learning combined with that of participant characteristics is not applied often enough to classrooms staffed by GTAs. The purpose of this research is to explore the perceptions that undergraduate students have of their GTAs with regard to immediacy, credibility, and learning based both on the GTA's perceived characteristics and the self-reported characteristics of their undergraduate students. Research of this kind has previously been used to inform the design of Teaching Assistant programs and undergraduate training. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR] |
Databáze: |
Supplemental Index |
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