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首页> 外文期刊>International Journal of STEM Education >Development and application of the Action Taxonomy for Learning Assistants (ATLAs)
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Development and application of the Action Taxonomy for Learning Assistants (ATLAs)

机译：学习助理行动分类的发展与应用（阿特拉斯）

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Background The success of the learning assistant (LA) model has largely been attributed to LA facilitation of active learning tasks. A deeper understanding of how LAs facilitate these tasks would inform LA training and support successful adoption of the LA model. Our investigation of LA actions during their interaction with students in the classroom contributes to that understanding. We present and discuss the development of the action taxonomy for learning assistants (ATLAs), as well as illustrate its applicability by presenting some analyses that were conducted on sample data. Results The LAs carried out several different actions that we categorized broadly as LA-Directed Facilitation, LA-Guided Facilitation, Advice, Feedback, Course-Related Talk, and Non-Course-Related Talk. LA-Directed Facilitation and LA-Guided Facilitation were the most common types of actions observed. We found that LA actions varied by course. Conclusions ATLAs is a tool that can be used to examine LA actions. In our sample data set, LAs undertook many different actions during interactions with students which indicates that LAs play several different roles in the classroom. These findings have practical implications not only for faculty seeking to implement a peer instruction model such as the LA model, but also for instructors wanting to utilize LAs in their courses more effectively. Understanding what the LAs are doing during interactions with students can provide us insight into the different roles that LAs undertake. Knowledge of these roles will guide effective training, feedback, and direction of LAs, particularly during the pedagogy course.
机译：背景技术学习助理（LA）模型的成功主要归因于LA Pupilitation的积极学习任务。更深入地了解LAS如何促进这些任务将为LA培训提供信息，并支持成功采用LA模型。我们对与课堂学生互动期间的La行动调查有助于这种理解。我们展示并讨论了学习助理（阿特拉斯）行动分类法的发展，并通过介绍样本数据进行的一些分析来说明其适用性。结果LAS开展了几种不同的行动，我们将广泛分类为La-Libed Pupilitation，La-Guidation的促进，建议，反馈，课程相关的谈话和非课程相关的谈话。 La-Directed Pupilitation和La-Puiding Pupilitation是观察到最常见的行动类型。我们发现洛杉矶行动当然不同。结论阿特拉斯是一种可以用于检查洛杉矶行动的工具。在我们的示例数据集中，LAS在与学生的互动过程中进行了许多不同的行动，这表明LAS在课堂上发挥了几个不同的角色。这些调查结果不仅具有实际影响，不仅用于求教师执行诸如LA模型的同行指令模型，而且还要更有效地利用他们的课程中的教师。了解LAS在与学生的互动期间正在做的事情可以为我们深入了解LAS承诺的不同角色。对这些角色的了解将指导LAS的有效培训，反馈和方向，特别是在教学过程中。

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