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Student Perceptions Of Effective Instructional Behaviors Displayed By Community College Part Time Faculty Members And The Part Time Members Participation In Professional Development Activities
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Book Synopsis Student Perceptions of Effective Instructional Behaviors Displayed by Community College Part-time Faculty Members and the Part-time Members' Participation in Professional Development Activities by : Marcia Dean Watford Williams
Download or read book Student Perceptions of Effective Instructional Behaviors Displayed by Community College Part-time Faculty Members and the Part-time Members' Participation in Professional Development Activities written by Marcia Dean Watford Williams and published by . This book was released on 1995 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Connecting Non Full-time Faculty to Institutional Mission by : Leora Baron-Nixon
Download or read book Connecting Non Full-time Faculty to Institutional Mission written by Leora Baron-Nixon and published by Taylor & Francis. This book was released on 2023-07-03 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Non full-time faculty—whether adjunct, part-time or contingent—has become the lifeline of a vast majority of colleges and universities. They teach many of the foundation and core courses taken by first- and second-year students, teach professional courses in which their own life experiences are invaluable, and step in at short notice to fill-in for regular faculty engaged in research or away on sabbaticals.A survey of over 4,000 institutions conducted by the US Department of Education reveals that such faculty are being hired at a much higher rate than their full-time counterparts--whether in response to increased enrollments, reduced budgets, or changing administrative strategies.The increasing presence of such faculty on campus can conflict with today’s demands for accountability and the pursuit of institutional mission. This book provides academic administrators and faculty developers with proactive, practical and results-producing approaches that can help transform fragmented faculties into integrated and cohesive teaching and scholarly communities.In an easy-to-follow format, this book constitutes a resource of thoughtful and pragmatic strategies to ensure quality and satisfaction both on the part of the institution and the adjuncts. Topics are presented in a thematic sequence that allows decision-makers to focus on their priority areas. The author offers guidance for systematic planning and implementation.The contents are focused on connecting non full-time faculty to core institutional functions and structures: Connection #1--to the institution; Connection #2--to the department; Connection #3--to teaching; Connection #4--to Students; and Connection #5--to scholarship.Originally announced as "Connecting Adjunct Faculty to the Academic Institution"
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Assessment of Professional Development Activities, Instructional Needs, and Delivery Methods of Part-time Technical and Occupational Faculty in U.S. Community Colleges by : Brian A. Sandford
Download or read book Assessment of Professional Development Activities, Instructional Needs, and Delivery Methods of Part-time Technical and Occupational Faculty in U.S. Community Colleges written by Brian A. Sandford and published by . This book was released on 2004 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to describe the frequency of professional development activities provided to part-time occupational and technical program faculty. Additionally, the perceptions of occupational education officers concerning the instructional professional development needs and their appropriate delivery method(s) for these faculty members within the community colleges in the United States were identified.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Role of Day Part-time Faculty in Four Selected Upstate New York Public Community Colleges by : George L. Gifford
Download or read book The Role of Day Part-time Faculty in Four Selected Upstate New York Public Community Colleges written by George L. Gifford and published by . This book was released on 1984 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1995 with total page 896 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 1984 with total page 810 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Part-Time Instructors and Faculty-Student Interaction: A Study of Perception and Practice in the Community College Classroom by : Dustin Black
Download or read book Part-Time Instructors and Faculty-Student Interaction: A Study of Perception and Practice in the Community College Classroom written by Dustin Black and published by . This book was released on 2019 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to examine part-time (PT) community college instructors' experiences with (and perceptions of) faculty-student interaction in their classrooms, and to describe the extent to which these faculty participate in (and benefit from) professional development activities aimed at improving those interactions. I administered online surveys to roughly equivalent samples of PT and part-time faculty (39 total), then conducted semi-structured interviews with a sample of ten adjuncts from one Southern California campus. To explore their perceptions and reported practices related to classroom FSI, I posed the following research questions: 1) How do part-time community college faculty perceive their in-class faculty-student interaction? 2) What institutional, departmental, and external barriers and opportunities influence classroom interactions according to part-time faculty? Through a sequential process of comparative, pattern/focus, and axial coding, I developed themes that led to primary and secondary findings. The study's primary findings centered on part-time instructors' self-reported roles in fostering high-quality classroom FSI, which were focused on selective personal disclosure, employing social skills & subject expertise to mentor students, varying attitudes toward faculty/student power differentials, and the degree to which their FSI is marked by a balance between building connections and negotiating boundaries. Secondary findings pertained to adjuncts' descriptions of classroom FSI. Interviewee's narratives highlighted the importance of practices which include engaging students in non-academic pre-class chit chat to bond socially, moderating inclusive class discussions to ensure that students are "heard" and have a degree of "say" in the nature and direction of those discussions, and the use of classroom management techniques aimed at fostering positive relationships with students while upholding appropriate relational boundaries that reinforce classroom conduct policies. With increasing proportions of adjunct faculty teaching at community colleges on the one hand, and at-risk students' growing reliance on these institutions as a gateway to higher education on the other, this study was, in part, a response to scholars like Yu, et al (2015), who have signaled the need for more qualitative research on the roles of adjunct faculty in college classrooms, and their impact on students' outcomes. To this end, I've employed my findings to offer a series of actionable recommendations for part-time CC faculty and the administrators tasked with supporting them.
Book Synopsis Education, A-E by : University Microfilms, Incorporated
Download or read book Education, A-E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Instructional Improvement Program for Part-time, Community College Faculty by : A. Rae Price
Download or read book An Instructional Improvement Program for Part-time, Community College Faculty written by A. Rae Price and published by . This book was released on 1977 with total page 252 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 Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Changes in Perceived Instructional-development Needs of New Part-time Faculty in Community Colleges by : Richard D. Yarger
Download or read book Changes in Perceived Instructional-development Needs of New Part-time Faculty in Community Colleges written by Richard D. Yarger and published by . This book was released on 1982 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Career Education written by and published by . This book was released on 1976 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
