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2010 Summer Meeting

2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska

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Comparing Learning Assistants' Classroom Practices to Colleagues Using Artifact Methodology
  Location: SS 104
  Date: Tuesday, Aug.2
  Time: 9:20 AM -9:30 AM
  Author: Stephanie Barr, University of Colorado, Boulder
  Co-Author(s): Valerie K. Otero
  Abstract: The Scoop notebook [1] is an instructional artifact package developed to assess teachers' use of reform classroom practices. It is one of the tools used by University of Colorado's LA-Test research group to characterize differences in the classroom practices between former Learning Assistants (Las) teaching at the secondary level, and their colleagues. Analysis of these artifacts indicate significant differences between LA and non-LA groups. Other data sources corroborate these findings [2]. We will discuss the implications of this study and make inferences about the role of the LA experience in teacher preparation. We will also describe the method of using artifact packages to study classroom practice, discussing the pros and cons of this type of data.
  Footnotes: [1] H. Borko, B.M. Stecher, A.C. Alonzo, S. Moncure, and S. McClam, Educational Assessment 10, 73-104 (2005). [2] Gray, K., Webb, D. & Otero, V. (2010). Are Learning Assistants Better K-12 Science Teachers? In C. Henderson, M. Sabella, & C. Singh (Eds.) 2009 Physics Education Research Conference Proceedings. Melville, NY: AIP Press. * This work is partially funded by NSF grant # ESI ? 00554616.
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