PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Testing the Stability of Items in a Survey to Measure Relative Instructional Priorities Among Graduate Teaching Assistants
Page: 1438
The results presented in this paper are part of a larger mixed-methods study examining relative instructional priorities among mathematics graduate teaching assistants (MGTAs). In this paper we share some early results and observations from a limited test-retest analysis of a pilot survey administered to MGTAs in two large public institutions in the Southeast United States. This is not intended to be an exhaustive statistical analysis of the pilot survey results or test-retest analysis. Instead, we focus on specific items to serve as a lens for better understanding the complexity of the choices MGTAs make in instructional settings.