NGTA and IGTA Training and Experience: Comparisons Between Self-Ratings and Undergraduate Student Evaluations |
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| Authors: | Darla J Twale David M Shannon Matthew S Moore |
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| Institution: | (1) Department of Educational Foundations, Leadership, and Technology, Auburn University, Alabama;(2) Louisiana State University, Baton Rouge |
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| Abstract: | Undergraduate student ratings and corresponding graduate teaching assistant (GTA) self-ratings of nine teaching effectiveness factors were evaluated to determine the extent to which math and science GTAs who speak English as their native language (NGTA) differ from their international counterparts (IGTA). Overall, GTA self-ratings were consistently higher than corresponding student ratings. Differences in ratings between the two groups of GTAs were dependent upon specific teaching effectiveness factors and the source of the rating. GTA self-ratings were generally higher for IGTAs while student ratings were consistently higher for NGTAs.David M. Shannon: Educational Research from the University of Virginia, and his areas of research include teacher effectiveness and teacher evaluationMatthew S. Moore: received the Ed.D. from Auburn University in Higher Education Administration. |
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