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Analysis of a professional developme...

Grahek, Diane.

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Analysis of a professional development model for faculty at a selected two-year technical institute.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Analysis of a professional development model for faculty at a selected two-year technical institute./
作者:	Grahek, Diane.
面頁冊數:	155 p.
附註:	Adviser: Marlene Jacobson.
Contained By:	Dissertation Abstracts International69-03A.
標題:	Chemistry, Radiation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3305944
ISBN:	9780549526247

Analysis of a professional development model for faculty at a selected two-year technical institute.
Grahek, Diane.

Analysis of a professional development model for faculty at a selected two-year technical institute. - 155 p.

Adviser: Marlene Jacobson.

Thesis (Ed.D.)--University of South Dakota, 2007.

A professional development model that recognizes and rewards the attainment of degrees, licensures, certifications, technical training, and attendance at conferences and workshops for career and technical educators increases teaching effectiveness and faculty expertise, according to faculty members surveyed in this study. This study evaluated the participation of faculty and perceptions of faculty regarding a new and comprehensive professional development program at Western Dakota Technical Institute, in an effort to gain further understanding of the needs of faculty related to professional development and the use of the professional development program.

ISBN: 9780549526247Subjects--Topical Terms:

1017804
Chemistry, Radiation.

Analysis of a professional development model for faculty at a selected two-year technical institute.
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245 1 0 $a Analysis of a professional development model for faculty at a selected two-year technical institute.
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500 $a Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0829.
502 $a Thesis (Ed.D.)--University of South Dakota, 2007.
520 $a A professional development model that recognizes and rewards the attainment of degrees, licensures, certifications, technical training, and attendance at conferences and workshops for career and technical educators increases teaching effectiveness and faculty expertise, according to faculty members surveyed in this study. This study evaluated the participation of faculty and perceptions of faculty regarding a new and comprehensive professional development program at Western Dakota Technical Institute, in an effort to gain further understanding of the needs of faculty related to professional development and the use of the professional development program.
520 $a This study utilized ex post facto data based on participation in the professional development model's introductory year of use (2006-2007). A researcher-generated faculty survey was employed to gather quantitative and qualitative data on faculty perceptions of the new model.
520 $a All totaled, 51 of the 56 indices (91%) awarded in year one were in technical advancement. Technical advancement had not been recognized in the previous professional development model. Implementation of a professional development model inclusive of non-credit technical training and licensures will need to ensure adequate funding is available to compensate highly trained and certified faculty members.
520 $a There was strong interest in professional development and improving the model, as indicated by a response rate to the survey of 73% of the full-time WDT faculty. The complexity of the new system was a hindrance to participation: 30.8% of faculty who chose not to participate in the introductory year indicated that the process was too complicated and they did not understand the system as explained. The complexity of the process and the amount of training necessary to understand the new professional development model was underestimated.
520 $a The survey generated requests for more training on the process and a less time-consuming and simpler process. Faculty expressed strong support to decrease the number of credits required to move to the next index on the salary scale. By decreasing the number of credits required, faculty members perceived there would be added incentive to achieve the next index level. Providing additional funding for professional development was identified as a strong motivator for continuing education.
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