Novice Instructors and Student-Centered Instruction: Understanding Perceptions and Responses to Challenges of Classroom Authority

Winter, David G.; Yackel, Carolyn

doi:10.1080/10511970008965968

Cited by 10 publications

(15 citation statements)

References 9 publications

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“…Offer TAs Faculty Support and Mentoring Around the Innovation While other literature has described the negotiations faculty members make when using student-centered methods (Hansen & Stephens, 2000;Harris & Cullen, 2008;Robertson, 2005;Savin-Baden & Major, 2007;Winter & Yackel, 2000), the findings presented here point to the role ambiguities that TAs face as well. Attention to this destabilization from faculty supervisors can be helpful, both to support TAs' authority in the eyes of students and to help them relinquish authority.…”

Section: Use Early Formative Feedbackmentioning

confidence: 64%

“…Describing the ideal preparation for TAs in a student-centered math classroom, Winter and Yackel (2000) suggested the following:…”

Section: Make Instructional Expectations Clearmentioning

confidence: 99%

“…However, many scholars have described the challenges that these instructional approaches present, namely the difficulties that faculty members and students have in negotiating their new instructional or learning roles and that administrators face in facilitating or evaluating the shift to these pedagogies (e.g., Hansen & Stephens, 2000;Harris & Cullen, 2008;Robertson, 2005;Savin-Baden & Major, 2007;Winter & Yackel, 2000). Although this literature addresses faculty members' and administrators' difficulties, what role do graduate teaching assistants (TAs) play in helping students learn through innovative instructional methods, what challenges do they face, and how do they address these challenges?…”

mentioning

confidence: 99%

“…308), but how do TAs negotiate that added time and effort? Additionally, less-experienced TAs frequently prefer a more teacher-centered approach to instruction, and therefore the role ambiguities of being a learner-centered instructor may be especially difficult to navigate for this group (Nyquist & Sprague, 1998;Winter & Yackel, 2000). In learner-centered courses, do both students and TAs perceive more role ambiguity in the TA role compared to how they understand the role of the faculty member?…”

mentioning

confidence: 99%

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The Role of Teaching Assistants in Student-Centered Learning: Benefits, Costs, and Negotiations

2011

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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.

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Section: Use Early Formative Feedbackmentioning

confidence: 64%

“…Describing the ideal preparation for TAs in a student-centered math classroom, Winter and Yackel (2000) suggested the following:…”

Section: Make Instructional Expectations Clearmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The Role of Teaching Assistants in Student-Centered Learning: Benefits, Costs, and Negotiations

2011

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“…Well-planned classroom discipline must therefore emphasise what is essential for achieving a good working environment for teaching and learning (Winter & Yackel, 2000).…”

Section: Introductionmentioning

confidence: 99%

Conflict and violence in Spanish schools

Martín

2011

Waikato Journal of Education

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The aim of this work is to obtain a description of different research about classroom misbehaviour and evaluate to what extent the beliefs guide the decisions in the educational context, and a description of the main results of research on discipline and school violence. Spain was chosen for this purpose since diverse professionals were interested in discipline in schools.The studies proposed by different researchers will help us to approach this phenomenon. There are several interesting issues that are to be addressed: school life, neglect of parents in their duties, the relationship between two concepts as conflict and violence, the circumstances and personal characteristics and guidelines for developing a disciplinary education programme.

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Curated Collection: Assessment

Katz¹

2021

PRIMUS

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Several major themes related to rethinking assessment emerged from a search of the papers published in PRIMUS. Authors explored ways to change the stakes of assessments, often with outcomes-based grading and testing structures. They explored changing the structure of assessments by considering media beyond written exams and by configuring them as group activities. They explored ways to change the focus of their assessments by asking students to synthesize and engage messy applications/projects and by making metacognition part or all of the assessment activities. And they explored issues around assessment as part of a larger system by considering approaches to grading in general, alignment with other course activities, workload, and perceptions and expectations about assessment in mathematics. In this PRIMUS Curated Collection, I discuss these themes and offer some editorial perspective.

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Novice Instructors and Student-Centered Instruction: Understanding Perceptions and Responses to Challenges of Classroom Authority

Cited by 10 publications

References 9 publications

The Role of Teaching Assistants in Student-Centered Learning: Benefits, Costs, and Negotiations

The Role of Teaching Assistants in Student-Centered Learning: Benefits, Costs, and Negotiations

Conflict and violence in Spanish schools

Curated Collection: Assessment

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