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A national assessment of the activit...

Sandford, Brian A.

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A national assessment of the activities, perceived instructional needs and appropriate methods of delivering professional development for part-time technical and occupational education faculty in the community colleges of the United States.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A national assessment of the activities, perceived instructional needs and appropriate methods of delivering professional development for part-time technical and occupational education faculty in the community colleges of the United States./
作者:	Sandford, Brian A.
面頁冊數:	203 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0480.
Contained By:	Dissertation Abstracts International64-02A.
標題:	Education, Vocational. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3081961

A national assessment of the activities, perceived instructional needs and appropriate methods of delivering professional development for part-time technical and occupational education faculty in the community colleges of the United States.
Sandford, Brian A.

A national assessment of the activities, perceived instructional needs and appropriate methods of delivering professional development for part-time technical and occupational education faculty in the community colleges of the United States. - 203 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0480.

Thesis (Ph.D.)--The Ohio State University, 2002.

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 method(s) of delivery for these faculty members within the community colleges in the U.S. were identified.Subjects--Topical Terms:

1017499
Education, Vocational.

A national assessment of the activities, perceived instructional needs and appropriate methods of delivering professional development for part-time technical and occupational education faculty in the community colleges of the United States.
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520 $a Concerning the factors related to the amount of professional development activities provided to part-time faculty members, introduction to the policies and procedures of the college and/or department, introduction to other college faculty/staff, orientation to the course/classroom, and help in meeting administrative requirements were found to occur at least once a quarter or semester. Staff at the program, division, or institutional level was shown to be the most common method of meeting the part-time faculty professional development needs by the respondents' community colleges.
520 $a The types of instructional help part-time faculty members were perceived to need most were concentrated in the following areas: (a) identifying the learning characteristics of students, (b) alternating teaching methods to accommodate different learning styles, (c) participation in web-based instruction, and (d) participation in distance learning.
520 $a Information addressing the ways in which professional development should be delivered to part-time faculty indicated that they were perceived to be willing to participate in <italic>at least one</italic> activity per semester or quarter. Seminar discussions, group classroom activities, and computer assisted instruction or multi-media interaction were perceived as the preferred ways of how part-time faculty would most like to learn. An evening/night format was stipulated as the best time of day and the Fall was indicated as the best time of year for providing professional development activities. Concerning the types of compensation which should be provided to part-time faculty for participation in professional development activities, per diem and travel expenses was selected as the most important with personal growth being second. Other job commitments, distance of travel, remuneration issues, personal motivation, and experience or inexperience as a teacher were also found to be factors which might interfere with part-time faculty member participation in professional development activities.
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