Open AccessTEACHING HIGHS AND LOWS: EXPLORING UNIVERSITY TEACHING ASSISTANTS’ EXPERIENCES
Author(s) -
Jennifer L. Green
Publication year - 2010
Publication title -
statistics education research journal
Language(s) - English
Resource type - Journals
ISSN - 1570-1824
DOI - 10.52041/serj.v9i2.379
Subject(s) - psychology , statistics education , graduate students , mathematics education , teacher education , focus group , teaching method , descriptive statistics , perception , pedagogy , medical education , sociology , statistics , medicine , mathematics , anthropology , neuroscience
Recent reforms in statistics education have initiated the need to prepare graduate teaching assistants (TAs) for these changes. A focus group study explored the experiences and perceptions of University of Nebraska-Lincoln TAs. The results reinforced the idea that content, pedagogy, and technology are central aspects for teaching an introductory statistics course. The TAs addressed the need for clear, specific guidelines and examples, as well as collaboration between colleagues. The TAs also sought opportunities to enrich their teaching skills and, ultimately, their impact on students’ learning. These findings support previous research on graduate TAs and highlight the need for additional exploration of the role graduate statistics TAs play in introductory statistics education. First published November 2010 at Statistics Education Research Journal: Archives