Applying the Geoscience Education Research Strength of Evidence Pyramid: Developing a Rubric to Characterize Existing Geoscience Teaching Assistant Training Studies

Autor/inn/en	Bitting, Kelsey S.; Teasdale, Rachel; Ryker, Katherine
Titel	Applying the Geoscience Education Research Strength of Evidence Pyramid: Developing a Rubric to Characterize Existing Geoscience Teaching Assistant Training Studies
Quelle	In: Journal of Geoscience Education, 65 (2017) 4, S.519-530 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.5408/16-228.1
Schlagwörter	Earth Science; Science Education; Educational Research; Evidence; Scoring Rubrics; Teaching Assistants; Training; Research Design; Literature Reviews + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Naturwissenschaftliche Bildung; Bildungsforschung; Pädagogische Forschung; Evidenz; Scoring formulas; Auswertungsbogen; Ausbildung; Forschungsdesign
Abstract	Graduate teaching assistants (GTAs) are responsible for direct instruction of geoscience undergraduate students at an array of universities and have a major effect on the knowledge, beliefs, and practices of their students. GTAs benefit from in-department training in both beliefs and practices that align with the existing literature on teaching and learning in the discipline, and such training can have long-standing effects when GTAs transition into faculty roles. However, the most recent review, in 2003, revealed little literature examining outcomes of geoscience GTA training programs. Using the framework of the GER Strength of Evidence Pyramid, this article outlines the development and application of a rubric to allow the user to analyze the existing geoscience GTA training literature and provide example study designs at each level of strength. Extending back to 1980, we discovered a total of three peer-reviewed articles describing and empirically evaluating the effect of GTA training programs in the geosciences. Thus, this article also draws from other science disciplines to provide examples for the levels of the rubric not currently represented in the geoscience literature, providing a set of contextually similar models that future designers of geoscience GTA training might draw on to maximize their strength of evidence, given specific institutional and programmatic constraints. Furthermore, we describe ways in which the use of the rubric provides a framework for characterizing the GTA training literature, which revealed areas of research and characteristics of rigor needed for future work. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01