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dc.contributor.advisorSvinicki, Marilla D., 1946-
dc.creatorDecker, Mark Lowryen
dc.date.accessioned2013-09-26T17:12:46Zen
dc.date.accessioned2017-05-11T22:34:06Z
dc.date.available2017-05-11T22:34:06Z
dc.date.issued2013-08en
dc.date.submittedAugust 2013en
dc.identifier.urihttp://hdl.handle.net/2152/21344en
dc.descriptiontexten
dc.description.abstractThis study investigated the relationship between student ratings of teaching and the mindfulness attributes of teaching assistants in freshmen courses consisting mostly of discussion. Regression analyses were run to determine whether teaching assistant data (n = 19), related to their teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns, were predictive of student ratings of teaching assistants' combined scores on three concatenated Likert-scale evaluation items--the teaching assistant is kind and respectful of me, is patient with my questions, and is receptive to my questions. As modeled, there was no significant relationship between these teaching assistant characteristics and the components that were examined. A subset of the population (n = 6), participated in follow-up interviews. A comparative and interpretative analysis of the interview data followed, which examined the teaching assistant narratives using the following variables as filters--teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns--in addition to the metacognitive constructs of Knowledge of Cognition and Regulation of Cognition. Overall, the interview component of the study found that teaching assistants who could better articulate their teaching processes and instructional goals reported purposefully engaging in the internal and external dialogic processes of instruction. Moreover, interview analysis suggests that teaching assistant evaluations were a poor means of assessing instructional skills, aptitude, or performance. In addition, while the tools used in this study, the Five Facet Mindfulness Questionnaire, the Mindfulness Process Questionnaire, the Self-Compassion, Scale, the Teacher's Sense of Efficacy, and the Teacher's Concerns Checklist, might reliably assess attributes of good instructors, they do not appear to capture the whole essence of one's instructional narrative. Whether it is through interviews, or intricate scenarios, instructional evaluation, especially when its purpose is to improve instruction, should have a qualitative and reflective component.en
dc.format.mimetypeapplication/pdfen
dc.language.isoen_USen
dc.subjectMindfulnessen
dc.subjectSelf-compassionen
dc.subjectTeacher's sense of efficacyen
dc.subjectMindfulness processen
dc.subjectTeacher concernsen
dc.subjectMindfulness facetsen
dc.subjectMeta-cognitionen
dc.subjectSelf-reflectionen
dc.subjectTeaching assistanten
dc.subjectProfessional developmenten
dc.subjectAssessment of teachingen
dc.subjectTeacher evaluationen
dc.subjectInterpretative analysisen
dc.subjectCognitionen
dc.subjectSelf-regulationen
dc.subjectQualitative analysisen
dc.subjectMindfulness in teachingen
dc.titleAssessing the mindfulness attributes of teaching assistants assigned as discussion facilitatorsen
dc.description.departmentEducational Psychologyen
dc.date.updated2013-09-26T17:12:46Zen


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