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Effects of the learning assistant model on teacher practice

Kara E. Gray, David C. Webb, and Valerie K. Otero
Phys. Rev. Phys. Educ. Res. 12, 020126 – Published 1 September 2016

Abstract

Through the transformation of undergraduate STEM courses, the Colorado Learning Assistant Program recruits and prepares talented STEM majors for careers in teaching by providing them with early, sustained teaching experiences. The research reported here compares teaching practices of K-12 teachers who served as learning assistants (LAs) as undergraduates to colleagues that were certified through the same teacher certification program but did not serve as LAs. Observations of teacher practices revealed that former LAs used significantly more reformed teaching practices than their colleagues, especially in their first year of teaching. These results suggest the LA Program serves as a valuable supplement to traditional teacher certification programs.

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  • Received 21 August 2015

DOI:https://doi.org/10.1103/PhysRevPhysEducRes.12.020126

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Physics Subject Headings (PhySH)

Physics Education Research

Authors & Affiliations

Kara E. Gray1,*, David C. Webb2, and Valerie K. Otero2

  • 1Department of Physics, Seattle Pacific University, 3307 Third Avenue West, Suite 307, Seattle, Washington 98119-1957, USA
  • 2School of Education, University of Colorado Boulder, 249 UCB, Boulder, Colorado 80309-0249, USA

  • *grayk5@spu.edu

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Vol. 12, Iss. 2 — July - December 2016

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