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| Autor/in | Bullock, Richard |
|---|---|
| Titel | Classroom Research in Graduate Methods Courses. |
| Quelle | (1995), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Classroom Research; Classroom Techniques; Ethnography; Graduate Students; Higher Education; Learning Processes; Methods Courses; Teaching Assistants; Undergraduate Students; Writing (Composition); Writing Instruction; Writing Research |
| Abstract | Instructors in general, but particularly first-year graduate teaching assistants tend to lump their undergraduate students into groups and give them various attributes. However appeasing such generalizations are at the moment, they are dangerous both to the teacher and the students. If the instructor thinks his or her students are all honors students, they will perform that way; if he or she believes them to be dumb, they will perform that way too. One exercise in a teaching methods course that helps new teaching assistants to move beyond this tendency requires them to closely examine the learning processes of 2 students in their class, thereby forcing them to see their students as individuals. Any number of examples show the success of this approach. Even if at the time, graduate students complain of the amount of work the research requires and the distraction it seems to cause, the benefits are readily clear. Years later, graduate students themselves comment on the usefulness of a project that works against a debilitating tendency. One difficulty that graduate students have with this project is learning to trust it. Like many in the academy, they are distrustful of narrative or ethnographic research as opposed to empirical research. (TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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