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Investigating Career College Faculty...

Hardrick, Eva.

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Investigating Career College Faculty Members' Use of Classroom Management Training.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Investigating Career College Faculty Members' Use of Classroom Management Training./
Author:	Hardrick, Eva.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	88 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10822231
ISBN:	9780355992915

Investigating Career College Faculty Members' Use of Classroom Management Training.
Hardrick, Eva.

Investigating Career College Faculty Members' Use of Classroom Management Training. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 88 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

Faculty development has changed in the 21st century and faculty development and training is the key to supporting organizational changes in institutions of higher education. Faculty members must learn to use technology in new ways and find ways to be more productive and efficient in their efforts to deepen student learning. The problem addressed in this study is that many on-ground faculty at career colleges have no teacher training and struggle with classroom management to effectively deliver curriculum to students. The purpose of this qualitative case study was to analyze faculty perceptions of a classroom management-training program and their experiences of teaching in the classroom before and after being trained. The study site was a local career college in a southern state. The convenience sample was five faculty members who consented to participate in the study. Finding were that faculty felt they were more able to effectively manage their classrooms after taking the classroom management workshop and implementing the strategies learned in their classrooms. One suggestion for further research is to replicate and expand the study with a larger sample size and more career college study sites.

ISBN: 9780355992915Subjects--Topical Terms:

543202
Adult education.

Investigating Career College Faculty Members' Use of Classroom Management Training.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
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500 $a Adviser: Cynthia Akagi.
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520 $a Faculty development has changed in the 21st century and faculty development and training is the key to supporting organizational changes in institutions of higher education. Faculty members must learn to use technology in new ways and find ways to be more productive and efficient in their efforts to deepen student learning. The problem addressed in this study is that many on-ground faculty at career colleges have no teacher training and struggle with classroom management to effectively deliver curriculum to students. The purpose of this qualitative case study was to analyze faculty perceptions of a classroom management-training program and their experiences of teaching in the classroom before and after being trained. The study site was a local career college in a southern state. The convenience sample was five faculty members who consented to participate in the study. Finding were that faculty felt they were more able to effectively manage their classrooms after taking the classroom management workshop and implementing the strategies learned in their classrooms. One suggestion for further research is to replicate and expand the study with a larger sample size and more career college study sites.
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