Literaturnachweis - Detailanzeige
| Autor/inn/en | Carreiro, Jose; Guffey, J. Stephen; Rampp, Lary C. |
|---|---|
| Titel | A Paradigm for the Training of Part-Time Teachers in Community Colleges. |
| Quelle | (1999), (169 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adjunct Faculty; College Faculty; Community Colleges; Faculty Development; On the Job Training; Part Time Faculty; Program Design; Program Development; Program Effectiveness; Program Proposals; Questionnaires; Staff Development; Staff Orientation; Surveys; Teacher Orientation; Two Year Colleges |
| Abstract | This study identifies community colleges that have staff development programs for part-time teachers, determines specific aspects included in these programs, and discovers which components these programs have in common. It also presents a paradigm, or suggested design, that should be contained in any effective staff development program for training part-time adjunct teachers in community colleges. A study identified a population of community colleges with staff development programs for part-time teachers. Its objective was to learn about current training programs at community colleges through a locally developed survey instrument. The literature supported the use of a series of interviews administered through follow-up telephone calls as well as the designed survey instrument. Findings demonstrated that the representative sample of 66 community colleges does reflect a desire to properly train adjunct faculty in the ways and means of proper teaching. An appropriate paradigm should contain all the segments identified in the survey--orientation, governance, substance (content), delivery, and modes--to fully represent a well designed adjunct faculty paradigm. The ideal training situation for community colleges is to insure that the adjunct faculty member is included as a full teaching partner in the college program. Includes appendices. Contains 44 references. (VWC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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