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A Survey And Analysis Of Puerto Rico Accredited Institutions Of Higher Education Personnel Perceptions Of Faculty Development Practices And Beliefs With A View To Identifying Some Critial Needs
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Book Synopsis A Survey and Analysis of Puerto Rico Accredited Institutions of Higher Education Personnel Perceptions of Faculty Development Practices and Beliefs with a View to Identifying Some Critial Needs by : Ana M. Delgado Albino
Download or read book A Survey and Analysis of Puerto Rico Accredited Institutions of Higher Education Personnel Perceptions of Faculty Development Practices and Beliefs with a View to Identifying Some Critial Needs written by Ana M. Delgado Albino and published by . This book was released on 1983 with total page 580 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1990-07 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book Research in Rural Education written by and published by . This book was released on 1986 with total page 644 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Staff Development by : Sarah DeJarnette Caldwell
Download or read book Staff Development written by Sarah DeJarnette Caldwell and published by . This book was released on 1989 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Industrial Relations Theses and Dissertations Submitted at ... Universities by :
Download or read book Industrial Relations Theses and Dissertations Submitted at ... Universities written by and published by . This book was released on 1983 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book College and Research Libraries written by and published by . This book was released on 1990 with total page 616 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes section "Book reviews," Mar. 1940-
Book Synopsis A Reference Guide to Latin America and the Caribbean by : University Microfilms International
Download or read book A Reference Guide to Latin America and the Caribbean written by University Microfilms International and published by . This book was released on 1988 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Undergraduate Teaching Faculty by : John H. Pryor
Download or read book Undergraduate Teaching Faculty written by John H. Pryor and published by Higher Education Research Institute. This book was released on 2014-11-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1984 with total page 1016 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of Perceptions about Faculty Development Among Faculty Members and Academic Administrators of the Science-related School at Selected Venezuelan Public Higher Education Institutions by : Olimpia Salas de Paparella
Download or read book An Analysis of Perceptions about Faculty Development Among Faculty Members and Academic Administrators of the Science-related School at Selected Venezuelan Public Higher Education Institutions written by Olimpia Salas de Paparella and published by . This book was released on 1988 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learning Experiences of LGBQ Latina, Chicana, and Puerto Rican Faculty Members in Higher Education Institutions in the United States and Puerto Rico by : Annette Hestres Garcia
Download or read book Learning Experiences of LGBQ Latina, Chicana, and Puerto Rican Faculty Members in Higher Education Institutions in the United States and Puerto Rico written by Annette Hestres Garcia and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This narrative study explored how a select a group of Latina, Chicana, and Puerto Rican faculty members identifying as lesbian, gay, bisexual and / or queer (LGBQ) in higher education institutions in the United States and Puerto Rico learned to succeed as university faculty members as they learned their institutional culture. The theoretical framework included intersectionality and experiential learning from lived experiences. Narrative analysis (Reissman, 2008), thematic analysis (Braun and Clarke, 2006) and cultural comparison (Postlethwaite, 1988) guided the data analysis. In this study, I present negotiations of space and the implications of the universality of binarism within the academic institutional context for LGBQ Latina, Chicana, and Puerto Rican faculty members.The findings indicate an overlapping of themes between two cultures: United States and Puerto Rico. Similar themes between the two cultures were: memory, turning-point, ally, emotional intelligence, and learning. However, distinctions appeared these themes were culturally performed. First, memories expressed by the U.S. participants highlighted experiences of class, tokenism, family culture, value of education, and socio-culture/ethnicity, while memory for participants in Puerto Rico dealt with silence, invisibility, and normative social pressures. Second, turning points for participants in the U.S. meant realizing they could become professors, whereas for participants in Puerto Rico, turning points were related to visibility. Third, common themes between cultures were being allies and using emotional intelligence to negotiate space as faculty members. Fourth, exemplary institutional citizenship distinguished LGBQLatina, Chicana faculty members from non-LGBQ faculty members. Fifth, implications of the universality of binarism and negotiating space were evidenced in the lived experience of LGBQ Latina and Chicana faculty members. This research contributes to the field of womens studies, adult education and comparative and international education as groundwork for future studies focused on queer Latinas, Chicanas, and Puerto Rican who learned success in their field despite the conditions, actions and perceptions experienced by a selected group of participants amidst a specific culture. Queer Latinas, Chicanas and Puerto Ricans are the subject of the research. More research highlighting their learning as much as their accomplishments are needed to expand the research literature.
Book Synopsis Hispanic Serving Institutions (HSIs) in Practice by : Gina Ann Garcia
Download or read book Hispanic Serving Institutions (HSIs) in Practice written by Gina Ann Garcia and published by IAP. This book was released on 2020-03-01 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the general population of Latinxs in the United States burgeons, so does the population of college-going Latinx students. With more Latinxs entering college, the number of Hispanic Serving Institutions (HSIs), which are not-for-profit, degree granting postsecondary institutions that enroll at least 25% Latinxs, also grows, with 523 institutions now meeting the enrollment threshold to become HSIs. But as they increase in number, the question remains: What does it mean to serve Latinx students? This edited book, Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs, fills an important gap in the literature. It features the stories of faculty, staff, and administrators who are defining “servingness” in practice at HSIs. Servingness is conceptualized as the ability of HSIs to enroll and educate Latinx students through a culturally enhancing approach that centers Latinx ways of knowing and being, with the goal of providing transformative experiences that lead to both academic and non-academic outcomes. In this book, practitioners tell their stories of success in defining servingness at HSIs. Specifically, they provide empirical and practical evidence of the results and outcomes of federally funded HSI grants, including those funded by Department of Education Title III and V grants. This edited book is ideal for higher education practitioners and scholars searching for best practices for HSIs in the United States. Administrators at HSIs, including presidents, provosts, deans, and boards of trustees, will find the book useful as they seek out ways to effectively serve Latinx and other minoritized students. Faculty who teach in higher education graduate programs can use the book to highlight practitioner engaged scholarship. Legislators and policy advocates, who fight for funding and support for HSIs at the federal level, can use the book to inform and shape a research-based Latinx educational policy agenda. The book is essential as it provides a framework that simplifies the complex phenomenon known as servingness. As HSIs become more significant in the U.S. higher education landscape, books that provide empirically based, practical examples of servingness are necessary.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1992 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Strengthening Forensic Science in the United States by : National Research Council
Download or read book Strengthening Forensic Science in the United States written by National Research Council and published by National Academies Press. This book was released on 2009-07-29 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scores of talented and dedicated people serve the forensic science community, performing vitally important work. However, they are often constrained by lack of adequate resources, sound policies, and national support. It is clear that change and advancements, both systematic and scientific, are needed in a number of forensic science disciplines to ensure the reliability of work, establish enforceable standards, and promote best practices with consistent application. Strengthening Forensic Science in the United States: A Path Forward provides a detailed plan for addressing these needs and suggests the creation of a new government entity, the National Institute of Forensic Science, to establish and enforce standards within the forensic science community. The benefits of improving and regulating the forensic science disciplines are clear: assisting law enforcement officials, enhancing homeland security, and reducing the risk of wrongful conviction and exoneration. Strengthening Forensic Science in the United States gives a full account of what is needed to advance the forensic science disciplines, including upgrading of systems and organizational structures, better training, widespread adoption of uniform and enforceable best practices, and mandatory certification and accreditation programs. While this book provides an essential call-to-action for congress and policy makers, it also serves as a vital tool for law enforcement agencies, criminal prosecutors and attorneys, and forensic science educators.
Book Synopsis Texas Community College Faculty Attitudes and Perceptions about Professional Development by : Sharon Kay Geistman Hyak
Download or read book Texas Community College Faculty Attitudes and Perceptions about Professional Development written by Sharon Kay Geistman Hyak and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As community colleges focus on increasing accountability, a growing number of community colleges have implemented professional development programs. Studies have demonstrated the effectiveness of faculty professional development, yet faculty participation and attitude toward training may impede improvement efforts. Therefore, the purpose of this quantitative study was to increase understanding of Texas community college faculty attitudes and perceptions about faculty (teacher training) professional development. This quantitative study identified faculty characteristics, such as teaching experience, level of teacher training received, and academic degree earned; as well as environmental factors including college culture, administrative support, colleague influence, funding, time availability, self-efficacy and faculty perceptions toward development activities. A Likert-style online survey was developed and administered at 14 Texas community campuses, where 997 faculty members participated. The faculty list included campus members that taught at least one course in a typical semester, including teaching administrators, deans, part-time faculty, and full-time faculty. The Likert items mostly consisted of five points based on the scales from "Strongly Disagree" to "Strongly Agree," or from "Never" to "Very Frequently." Other questions established participation in faculty development activities and demographic information such as teaching load, prior teacher training, academic degree earned, teaching discipline, teaching experience, and position at the college. Survey data were analyzed using Excel and SPSS statistical software. One-way Analysis of Variance (ANOVA) and multiple regressions was performed to determine the relationship among survey variables. A priori level of significance for all statistical analyses was set at an alpha level of 0.05. Participants included 997 Texas community college faculty members at 14 campuses. Results indicated that (a) differences exist in the ways these various faculty groups experience and value training opportunities; (b) campus culture, administrative support, and funding, are statistically significant predictors of faculty member participation, attitudes, and perceptions; (c) faculty members' self-efficacy is significant in predicting attitudes about professional development; and (d) faculty beliefs in their teaching capacity influence their motivation and behavior in the classroom. The researcher recommends that leadership (a) legitimize professional development by promoting, supporting, and participating in strategically aligned programs; (b) evolve training strategies to incorporate diverse objectives, learning strategies, and shared culture for all generations and experience levels; (c) present training using best practices, reflection, and a comprehensive approach; and (d) model high-achieving systems of education. Several recommendations for future research include (a) continually and consistently collect and analyze data regarding faculty attitudes and faculty experiences; (b) evaluate how faculty development training affects student learning; (c) expand research to systems of education that reflect high-achieving models and alignment with the desired culture and strategic directions.
Book Synopsis Faculty Professional Development Needs and Career Advacement at Tribal Colleges and Universities by : Ahmed Al-Asfour
Download or read book Faculty Professional Development Needs and Career Advacement at Tribal Colleges and Universities written by Ahmed Al-Asfour and published by . This book was released on 2014 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand the professional development needs of faculty at Tribal Colleges and Universities (TCUs). The study investigated the challenges for TCU faculty, the success of professional development strategies and best practices, and the professional development needs of TCU faculty. The survey was e-mailed to administrators at 37 TCUs and faculty at 13 TCUs participated. The survey was sent to approximately 389 faculty members and 126 faculty members responded, for a response rate of 32% Results of this study indicated that among TCU faculty members who completed the survey viewed workload and low salary to be somewhat of a challenge. Non-Native American faculty reported significantly higher challenges in learning about Native American culture compared to Native American faculty. Faculty perceived that the most successful strategies and practices used for professional development were accreditation matters and understanding student culture. Native American and non-Native American faculty did not differ on their perceptions of the success of 15 professional development strategies and best practices. The professional development need that TCU faculty reported was in instructional leadership. Native American and non-Native American did not differ significantly on any of their professional development needs. Faculty perceptions of successful strategies and best practices of professional development and professional development needs were also compared. Twelve of the 15 topics were significantly different; faculty perceived that their needs were greater than the success of the strategies and best practices. Faculty members are the backbone to any higher education and providing them with professional development helps faculty stay abreast with the latest technology and andragogy.
