Abstract
This paper presents an assessment of the effects which a brief training program had on teaching effectiveness of graduate teaching assistants (TAs). Twenty-two inexperienced and previously untrained university TAs from economics, geography, and business administration were assigned to a training or control group by a stratified random method with stratification based on TA departmental affiliation. Teaching experts rated two videotapes of each Ta's university class, one tape made before training and one following training. Ratings were obtained on two factors: (1) planning instruction to meet clear goals and organizing meaningful content in a logical fashion, and (2) involving students in instruction. Results from analyses of covariance indicate that the training group received significantly higher final ratings than the control group on the total score and on each of the two factors when final scores were adjusted for group differences in initial ratings. Teaching experience alone did not result in significantly higher ratings for control group TAs. Participants in training evaluated most topics and the overall program favorably both immediately after training and one semester later.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Anderson, R. E., and Faust, F. W.Educational psychology: the science of instruction and learning. New York: Dodd, Mead, 1973.
Argyris, C., and Schön, D. A.Theory in practice: increasing professional effectiveness. San Francisco: Jossey-Bass, 1974.
Aubertine, H. E., and Johnson, W. D. Teacher performance appraisal scale. Urbana, Ill.: University of Illinois Teaching Techniques Laboratory.
Carroll, J. G. Effects of training programs for university teaching assistants: a review of empirical research.The Journal of Higher Education 1980,51 167–183.
Dalgaard, K. A. Some effects of training on teaching effectiveness of untrained university teaching assistants.Dissertation Abstracts International, 1977,37, 6416–17A. University Microfilm #77-8968.
Goodwin, S. S. A comparison of the effectiveness of indirect and direct supervision on student teachers during microteaching. Unpublished Master of Science thesis, University of Illinois, Urbana-Champaign, 1977.
Gronlund, N. E.Stating behavioral objectives for classroom instruction. New York: Macmillan, 1970.
Gronlund, N. E. Measurement and evaluation in teaching. New York: Macmillan, 1976.
Johnson, W. D. Supervision based on time-lapse protocols. Unpublished research report, University of Colorado College of Education, 1966.
Johnson, W. D. An analysis of the teacher performance appraisal scale. Unpublished research report, University of Illinois Teaching Techniques Laboratory, 1973.
Maxwell, M.Improving student learning skills. San Francisco: Jossey-Bass, 1979.
Winer, B. J.Statistical principles in experimental design. New York: McGraw-Hill, 1962.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Dalgaard, K.A. Some effects of training on teaching effectiveness of untrained university teaching assistants. Res High Educ 17, 39–50 (1982). https://doi.org/10.1007/BF00973662
Received:
Issue Date:
DOI: https://doi.org/10.1007/BF00973662