Robinson, Jennifer Lee2005-07-082005-07-082004https://hdl.handle.net/1805/269The Literacy/Reading program for Graduate Assistants teaching developmental reading students at a large, state university currently provides one week of teacher training prior to the beginning of the Fall Semester. The small group of graduate assistants in this program (including the program coordinator) are primary instructors and teach one or two sections of developmental reading, test taking, time management, and learning strategies. The main purpose for evaluating the training program was to determine the effectiveness of the training. Data was collected through a Likert survey, which included some qualitative questions, and person-to-person interviews. The results of the Likert survey are that the high quality of the training sessions, the presenters, and the strategies that were presented helped graduate assistants to better do their jobs. The results of the qualitative questions and person-to-person interviews also conclude that the fall training was very helpful and should definitely be continued. However, the results of the qualitative portion of the study also yielded additional, unexpected insights into the perceptions of graduate assistants who feel they are marginalized graduate students, teaching marginalized college courses (Reading and Study Strategies), and serving a marginalized population of students—developmental university students.41975 bytesapplication/pdfen-USAdult EducationAdult StudentsTrainingProgram EvaluationArticle