Dominant Teaching Practices of FCS College Faculty

Autor/inn/en	Banerjee, Madhumita; Hausafus, Cheryl O.
Titel	Dominant Teaching Practices of FCS College Faculty
Quelle	In: Journal of Family and Consumer Sciences, 101 (2009) 3, S.39-46 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-1651
Schlagwörter	Consumer Science; College Faculty; Teaching Methods; Teacher Characteristics; Intermode Differences; Teaching Models; Service Learning; Educational Practices; Mail Surveys; Likert Scales; Teaching Styles; Teacher Attitudes; United States + Suchen Sie Ihr Suchwort? Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Service-Learning; Bildungspraxis; Erhebungsinstrument; Likert-Skala; Lehrstil; Unterrichtsstil; Lehrerverhalten; USA
Abstract	This study examines characteristics of family and consumer sciences (FCS) collegiate faculty who do and do not incorporate service-learning in their teaching and determines their dominant mode of teaching practice. Survey results from 368 faculty members in institutions of higher education across the United States demonstrate that FCS faculty practice a Reflective-Ethical mode of teaching, irrespective of whether they are service-learning or non service-learning faculty. (Contains 3 tables.) (As Provided).
Anmerkungen	American Association of Family and Consumer Sciences. 400 North Columbus Street Suite 202, Alexandria, VA 22314. Tel: 800-424-8080; Tel: 703-706-4600; Fax: 703-706-4663; e-mail: bookstore@aafcs.org; Web site: http://www.aafcs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10