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Table 1 Pollock (2006) Physics I model descriptions

From: A logistic regression investigation of the relationship between the Learning Assistant model and failure rates in introductory STEM courses

Name Key traits
#1: University of Washington Physics Tutorials materials (McDermott & Shaffer, 2002) with LAs and TAs
Fall 2003; Spring 2004
Trained TAs and LAs facilitated small group work in recitation sections. Students worked on homework assigned specifically for University of Washington Physics Tutorials. TAs and LAs did not provide answers to the homework as much as guided discussion through questioning techniques to help students construct their own knowledge via discussion. TAs and LAs participated in weekly planning meetings to prepare for recitation meetings.
#2: Physics for Scientists and Engineers workbook (Knight, 2004) with TAs
Fall 2004
TAs facilitated small group work in which students completed exercises in the Physics for Scientists and Engineers workbook attached to a course textbook for half of the term. During the last half of the semester, recitation was used to review homework in a more traditional fashion, with TAs directly answering questions from the homework assignments. Training for TAs was much more limited.
#3: Physics for Scientists and Engineers workbook with traditional TAs
Spring 2005
No use of small group work. Recitation sessions oriented around the TA providing answers to homework exercises rather than students working collaboratively to develop conceptual understanding.