東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Multigenerational Classrooms : = Understanding Community College Faculty Experiences.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Multigenerational Classrooms :/
其他題名:	Understanding Community College Faculty Experiences.
作者:	McClanahan, Ana Mari.
面頁冊數:	1 online resource (241 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
標題:	College students. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29781198click for full text (PQDT)
ISBN:	9798352980316

Multigenerational Classrooms : = Understanding Community College Faculty Experiences.
McClanahan, Ana Mari.

Multigenerational Classrooms :Understanding Community College Faculty Experiences. - 1 online resource (241 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2022.

Includes bibliographical references

For the first time in United States history, five of the six living generations matriculate together through college classrooms. The ever more rapid speed of change in the past 100 years has stimulated each generation's increasingly singular developmental experience resulting in ever expanding "generation gaps." In community colleges, where age-diversity is most prevalent in both the student body and the faculty ranks, this co-mingling generations is impacting teaching and learning in new or more intensive ways than currently recognized or understood. The purpose of this qualitative case study was to investigate, describe and analyze how community college faculty experience the face-to-face multigenerational classrooms. Using Brookfield's (1998) critically reflective practice model as the theoretical framework, the research question is, "How do community college faculty members describe their experience with face-to-face multigenerational community college classrooms?" Qualitative semi-structured interviews with 34 community college faculty in a large network of urban community colleges were conducted, yielding more than 50 hours of data for the study. Four findings where supported by the data. First, faculty are tacitly rather than specifically aware of age groups associated with generational characteristics. Second, elements of teaching and learning practices for adults of mixed ages are present but are not explicitly underpinned by adult learning theory. Third, faculty were using instructional practices that support learning for every student. Fourth, the organizational impacts on age diversity among students and faculty. This study allows us to say that faculty experience the multigenerational classroom with the recognition that there are many student perspectives which vary with age. They respond to the complexities from different age cohorts with compassion and empathy. They strive to support student learning. They need more support and training themselves in adulty learning theory than they are getting. The work of understanding and supporting such a complex community of learners (students and faculty) from so many different generations should be reimagined by policy makers, administrators, and faculty leaders to include age-diversity within the scope of diversity, equity, and inclusion objectives.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352980316Subjects--Topical Terms:

537393
College students.
Index Terms--Genre/Form:

542853
Electronic books.

Multigenerational Classrooms : = Understanding Community College Faculty Experiences.
LDR:03732nmm a2200385K 4500 001 2356280
005 20230612072256.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798352980316
035 $a (MiAaPQ)AAI29781198
035 $a (MiAaPQ)NCState_Univ18402039887
035 $a AAI29781198
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a McClanahan, Ana Mari. $3 3696760
245 1 0 $a Multigenerational Classrooms : $b Understanding Community College Faculty Experiences.
264 0 $c 2022
300 $a 1 online resource (241 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
500 $a Advisor: Addor, Mary ; Fleener, Mattie ; Barcinas, Susan ; Akroyd, Duane.
502 $a Thesis (Ph.D.)--North Carolina State University, 2022.
504 $a Includes bibliographical references
520 $a For the first time in United States history, five of the six living generations matriculate together through college classrooms. The ever more rapid speed of change in the past 100 years has stimulated each generation's increasingly singular developmental experience resulting in ever expanding "generation gaps." In community colleges, where age-diversity is most prevalent in both the student body and the faculty ranks, this co-mingling generations is impacting teaching and learning in new or more intensive ways than currently recognized or understood. The purpose of this qualitative case study was to investigate, describe and analyze how community college faculty experience the face-to-face multigenerational classrooms. Using Brookfield's (1998) critically reflective practice model as the theoretical framework, the research question is, "How do community college faculty members describe their experience with face-to-face multigenerational community college classrooms?" Qualitative semi-structured interviews with 34 community college faculty in a large network of urban community colleges were conducted, yielding more than 50 hours of data for the study. Four findings where supported by the data. First, faculty are tacitly rather than specifically aware of age groups associated with generational characteristics. Second, elements of teaching and learning practices for adults of mixed ages are present but are not explicitly underpinned by adult learning theory. Third, faculty were using instructional practices that support learning for every student. Fourth, the organizational impacts on age diversity among students and faculty. This study allows us to say that faculty experience the multigenerational classroom with the recognition that there are many student perspectives which vary with age. They respond to the complexities from different age cohorts with compassion and empathy. They strive to support student learning. They need more support and training themselves in adulty learning theory than they are getting. The work of understanding and supporting such a complex community of learners (students and faculty) from so many different generations should be reimagined by policy makers, administrators, and faculty leaders to include age-diversity within the scope of diversity, equity, and inclusion objectives.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a College students. $3 537393
650 4 $a Older people. $3 761975
650 4 $a Adult students. $3 3452383
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Adult learning. $3 520047
650 4 $a Community colleges. $3 1003105
650 4 $a Adult education. $3 543202
650 4 $a Community college education. $3 2122836
650 4 $a Education. $3 516579
650 4 $a Gerontology. $3 533633
650 4 $a Higher education. $3 641065
650 4 $a Secondary education. $3 2122779
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0516
690 $a 0275
690 $a 0515
690 $a 0351
690 $a 0745
690 $a 0533
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertations Abstracts International $g 84-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29781198 $z click for full text (PQDT)