{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129486"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129486","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Identifying and building on learning assistants’ resources for taking up constructivism-aligned teaching practices","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-05-01","abstract_has_math":false,"creators":["Engblom, Samuel Walter"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Physics","degree_department":null,"school":null,"contributors":["Kuo, Eric","Stelzer, Tim","Lewis, Colleen","Chemla, Yann"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-21","date_published":"2025-01-21","updated_at":"2026-07-22T22:25:05Z","subjects":["Physics Education Research","Physics Education","Physics Pedagogy","Learning Assistants","Constructivism","Beliefs about teaching","Pedagogical knowledge"],"languages":["en","eng"],"rights":["Copyright 2025 Samuel Engblom"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129486","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuo, Eric","Stelzer, Tim","Lewis, Colleen","Chemla, Yann"]},{"key":"dc:creator","label":"Author","values":["Engblom, Samuel Walter"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-01-21","2025-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Physics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Physics Education Research","Physics Education","Physics Pedagogy","Learning Assistants","Constructivism","Beliefs about teaching","Pedagogical knowledge"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Samuel Engblom"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129486"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-05-01","The student, Samuel Engblom, accepted the attached license on 2025-01-16 at 13:31.","The student, Samuel Engblom, submitted this Dissertation for approval on 2025-01-16 at 14:01.","This Dissertation was approved for publication on 2025-01-21 at 11:24.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21617 on 2025-10-19 at 19:13:53","In this thesis, I make the case for viewing undergraduate learning assistants (LAs) as resourceful teachers with rich prior experiences, beliefs, strategies, and values on which they draw when teaching. We begin by theorizing that the ways in which LAs draw upon these resources can lead LAs to enact effective teaching practices that align with constructivist views of knowledge. To make this case, I begin by analyzing the instructional practices of a LA teaching in introductory physics whose prior experiences and beliefs serve to ground her teaching practices and teach in ways that are sensitive to the affect and sense of belonging of her students. I then present the results of a multi-institutional collaboration to identify and report the prevalences of LA resources that are aligned with constructivist teaching practices, specifically practices of attending to and taking up student ideas during instruction. After having identified these resources, I carried out a course reform to the LA pedagogy course designed to help LAs engage with and build upon their existing resources for teaching towards instructional practices aligned with constructivism in the context of reformed physics lab instruction. These studies add to the growing body of research documenting the teaching expertise that many LAs exhibit."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Identifying and building on learning assistants’ resources for taking up constructivism-aligned teaching practices"]}]}],"canonical_facts":{"dc:contributor":["Kuo, Eric","Stelzer, Tim","Lewis, Colleen","Chemla, Yann"],"dc:creator":["Engblom, Samuel Walter"],"dc:date":["2025-01-21","2025-05"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-05-01","The student, Samuel Engblom, accepted the attached license on 2025-01-16 at 13:31.","The student, Samuel Engblom, submitted this Dissertation for approval on 2025-01-16 at 14:01.","This Dissertation was approved for publication on 2025-01-21 at 11:24.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21617 on 2025-10-19 at 19:13:53","In this thesis, I make the case for viewing undergraduate learning assistants (LAs) as resourceful teachers with rich prior experiences, beliefs, strategies, and values on which they draw when teaching. We begin by theorizing that the ways in which LAs draw upon these resources can lead LAs to enact effective teaching practices that align with constructivist views of knowledge. To make this case, I begin by analyzing the instructional practices of a LA teaching in introductory physics whose prior experiences and beliefs serve to ground her teaching practices and teach in ways that are sensitive to the affect and sense of belonging of her students. I then present the results of a multi-institutional collaboration to identify and report the prevalences of LA resources that are aligned with constructivist teaching practices, specifically practices of attending to and taking up student ideas during instruction. After having identified these resources, I carried out a course reform to the LA pedagogy course designed to help LAs engage with and build upon their existing resources for teaching towards instructional practices aligned with constructivism in the context of reformed physics lab instruction. These studies add to the growing body of research documenting the teaching expertise that many LAs exhibit."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129486"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Samuel Engblom"],"dc:subject":["Physics Education Research","Physics Education","Physics Pedagogy","Learning Assistants","Constructivism","Beliefs about teaching","Pedagogical knowledge"],"dc:title":["Identifying and building on learning assistants’ resources for taking up constructivism-aligned teaching practices"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Physics"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:05Z"}