Many TPD practitioners want to assess their TPD programs, but have backgrounds in science research and not education research. These resources will help you think about what to assess and how to assess it.
BioTAP uses the conceptual framework proposed by Reeves et al., 2015 to present the most common outcome variables to measure related to a TPD program.
Below, you'll find:
Exemplar research articles related to each outcome variable in the Reeves conceptual framework. They provide examples of typical research questions in TPD research, conventional methods, and journals that publish TPD research.
Examples of instruments related to each outcome variable in the Reeves conceptual framework.
A live Google Scholar call that highlights the most recent research in TPD.
A compilation of articles and videos to help you create and implement your own TPD research project.
Aspects of GTA TPD You Can Study
Reeve's Conceptual Framework
ramework for the relationships among TPD outcome variables (blue), TPD contextual variables (yellow), and TPD moderating variables (green). The framework contains three main categories of outcomes at two levels, GTA and undergraduate student.
How these outcome variables have been previously studied. Click on the authors' names to be taken directly to the article.
GTA cognition pertains to GTAs’ knowledge, skills, attitudes, or beliefs about teaching, click below for exemplar research related to GTA cognition:
GTA teaching practices concerns the GTAs’ approaches to planning, instruction, and assessment, click below for exemplar research related to GTA teaching practices:
Undergraduate student outcomes centers on the knowledge and skills of GTAs’ students, as well as more distal student outcomes such as retention and graduation, click below for exemplar research related to undergraduate student outcomes:
Tools for Data Collection on GTA TPD
In order to further explore each of these outcome variables, as well as their relationship to moderators, contextual variables, and more, a TPD researcher needs a variety of data collection tools. Below, you'll find just a few instruments that have been previously used to measure TPD outcomes.
For more information on qualitative, quantitative, and mixed methods, check out more resources at the bottom of this page.
Instruments that have been previously used to measure GTA cognition:
GTA reflections using the PRIME PCK reflection template
Discussion supported by Peer Inquiry Observation Protocol, (PIOP)
Instruments that have been previously used to measure GTA teaching practices:
Instruments that have been previously used to measure undergraduate student outcomes:
Resources to Get You Started
The information below is a compilation of articles, book chapters and videos that can inform the creation and implementation of education research projects! This can help you get started with research on your GTA TPD program.
Research Methods Videos
Produced by the CIRTL at University of Georgia & BioTAP:
Jennifer Thompson – Qualitative Research
Video 1: https://kaltura.uga.edu/media/t/1_v7ylrn8r/31868161
Video 2: https://kaltura.uga.edu/media/t/1_rt41hsqg/31868161
Video 3: https://kaltura.uga.edu/media/t/1_4h2iiolv/31868161
Video 4: https://kaltura.uga.edu/media/t/1_pvzkvr4o/31868161
Video 5: https://kaltura.uga.edu/media/t/1_3n2vqfph/31868161
Video 6: https://kaltura.uga.edu/media/t/1_e5uxagg1/31868161
Paula Lemons – Interviews
Example Interview Protocol (referred to in video) 2018.Interviewing Video_Interview Protocol
Video 1: https://kaltura.uga.edu/media/t/1_on6r0hh9/31868161
Video 2: https://kaltura.uga.edu/media/t/1_r56hzbe9/31868161
Video 3: https://kaltura.uga.edu/media/t/1_3hmbxirz/31868161
Video 4: https://kaltura.uga.edu/media/t/1_mehva7ja/31868161
Video 5: https://kaltura.uga.edu/media/t/1_digeygs5/31868161
Video 6: https://kaltura.uga.edu/media/t/1_ssujliqj/31868161
Peggy Brickman – Survey Data
Video 1: https://kaltura.uga.edu/media/t/1_sddui98c/31868161
Video 2: https://kaltura.uga.edu/media/t/1_5mfnt7ew/31868161
Video 3: https://kaltura.uga.edu/media/t/1_d2k3v9st/31868161
Video 4: https://kaltura.uga.edu/media/t/1_f6vecxqz/31868161
Video 5: https://kaltura.uga.edu/media/t/1_261mqufx/31868161
Video 6: https://kaltura.uga.edu/media/t/1_w04rydl5/31868161
Tessa Andrews – Classroom Observation
Video 5 recommended reference (PORTAAL in Eddy et al. 2015)
Video 6: Read more about the two studies discussed in this video. Read about the first study of different levels of student-centered instruction here. Read more about the second study of a teaching professional development program here.
Video 1: https://kaltura.uga.edu/media/t/1_3fcz9zh9/31868161
Video 2: https://kaltura.uga.edu/media/t/1_0rl6nh81/31868161
Video 3: https://kaltura.uga.edu/media/t/1_q2hd47lp/31868161
Video 4: https://kaltura.uga.edu/media/t/1_jcf4cy25/31868161
Video 5: https://kaltura.uga.edu/media/t/1_9o6er48f/31868161
Video 6: https://kaltura.uga.edu/media/t/1_2r8ainga/31868161
Background information on Education Research / Publishing Research:
Books to Inform Research Methods:
Tools of Chemical Education Research
Example Chapters with this book:
Using Interviews in CER Projects: Options, Considerations, and Limitations
Using Qualitative Analysis Software To Facilitate Qualitative Data Analysis
An Introduction to Nonparametric Statistics in Chemistry Education Research
Ethical Treatment of the Human Participants in Chemistry Education Research
Preparing Chemistry Education Research Manuscripts for Publication
Graduate Education Reports or Articles:
Mixed Methods Research Papers and Examples
Qualitative Research Papers and Examples
Quantitative Research Papers
Instruments for Data Collection