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Resistance in teaching assistant edu...

Vassett, Christine Lawannah.

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Resistance in teaching assistant education: Surrendering through learning-centered assignments.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Resistance in teaching assistant education: Surrendering through learning-centered assignments./
Author:	Vassett, Christine Lawannah.
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2040.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3410652
ISBN:	9781124028170

Resistance in teaching assistant education: Surrendering through learning-centered assignments.
Vassett, Christine Lawannah.

Resistance in teaching assistant education: Surrendering through learning-centered assignments. - 173 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2040.

Thesis (Ph.D.)--Arizona State University, 2010.

Recent scholarship in rhetoric and composition has come to identify the English teaching assistant preparation seminar as a polemic site. In general, the seminar exists for the purpose of preparing graduate students to teach first-year composition. The fuel igniting this research lies with the teaching assistants and their educators who have acknowledged a shared experience of resistance occurring in the seminar.

ISBN: 9781124028170Subjects--Topical Terms:

1018079
Language, Linguistics.

Resistance in teaching assistant education: Surrendering through learning-centered assignments.
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100 1 $a Vassett, Christine Lawannah. $3 1674894
245 1 0 $a Resistance in teaching assistant education: Surrendering through learning-centered assignments.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2040.
500 $a Adviser: Duane Roen.
502 $a Thesis (Ph.D.)--Arizona State University, 2010.
520 $a Recent scholarship in rhetoric and composition has come to identify the English teaching assistant preparation seminar as a polemic site. In general, the seminar exists for the purpose of preparing graduate students to teach first-year composition. The fuel igniting this research lies with the teaching assistants and their educators who have acknowledged a shared experience of resistance occurring in the seminar.
520 $a There are several contributing factors connected to the resistance. For example, disciplines outside of rhetoric and composition often perceive teaching first-year composition as undesirable, due to the difficult work of teaching new academic writers. Also, the content of the seminar, praxis in rhetoric and composition, is not visibly in line with the interests of new graduate students who expect they have come to study Shakespeare, sociolinguistics, American literature, or creative writing, and not the discourse of a discipline outside of their own. Though the seminar participants are usually English majors, often there are deep disciplinay divides that can manifest during the seminar as political, academic, and cultural grandstanding that can stir a platform of resistance, rather than one of learning. Resistance can often be a powerful transformative learning tool, however this dissertation responds to a non-productive type of resistance--the type that interferes with critical learning.
520 $a In order to address resistance, some scholars argue over what should be taught in the seminar, and while this study engages that research, it also addresses an area less recognized, which is how the curriculum should be delivered. This dissertation suggests a learning-centered model should be implemented in assignments as a remedy for nonproductive resistance to learning. Using a heuristic of eight learning-centered hallmarks, developed by Mary E. Huba and Jann E. Freed, this research makes a textual analysis of four assignments commonly found in teaching assistant seminar syllabi from eighteen university writing programs in the United States.
520 $a The results suggest that educators could assuage non-productive forms of resistance by introducing more learning-centered hallmarks into their written assignments. With less resistance, teaching assistants are likely to have more access to learning and experience greater satisfaction and efficiency while teaching writing.
590 $a School code: 0010.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Language, Rhetoric and Composition. $3 1019205
650 4 $a Education, Higher. $3 543175
690 $a 0290
690 $a 0456
690 $a 0525
690 $a 0530
690 $a 0681
690 $a 0745
710 2 $a Arizona State University. $3 1017445
773 0 $t Dissertation Abstracts International $g 71-06A.
790 1 0 $a Roen, Duane, $e advisor
790 $a 0010
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3410652