A View from Within: Instructors' Perspectives of Their Roles with Adult Learners in Need of Remediation

Autor/in	Baxter, Lance J.
Titel	A View from Within: Instructors' Perspectives of Their Roles with Adult Learners in Need of Remediation
Quelle	(2012), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of North Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-8085-2
Schlagwörter	Hochschulschrift; Dissertation; College Faculty; Adult Basic Education; Adult Educators; Adult Students; Remedial Instruction; Teacher Role; Qualitative Research; Teacher Student Relationship; Two Year College Students; Two Year Colleges; Public Colleges; Semi Structured Interviews; Teaching Methods; Barriers; Academic Achievement; Caring; Teacher Attitudes; Learner Controlled Instruction; Academic Persistence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Förderkurs; Lehrerrolle; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Care; Pflege; Sorge; Betreuung; Lehrerverhalten
Abstract	This qualitative research study focused on the perceptions of 12 faculty members teaching courses in adult basic education and described their professional experiences and interactions with adult learners within the context of a two-year, public, postsecondary institution. Participants, ranging in teaching experience from 13 years to 43 years, volunteered to take part in one-to-one, semi-structured interview sessions to offer insight into their professional experiences. The interview sessions yielded the complex, context-specific data for detailed analysis. Data analysis, supported through educational criticism and relevant concepts from the professional literature (Eisner, 1998), was used to develop four themes: how the faculty viewed themselves professionally, how faculty viewed their students, instructional strategies used to promote student learning, and perceived challenges to student learning. Faculty perceived themselves as caring, humanistic managers; moreover, faculty viewed their students, while limited in certain fundamental academic skills, as being capable learners equipped with ancillary skills that could be used to complement their classroom learning. Furthermore, faculty reported that they used active, student-centered instructional approaches relevant to students' experiences to promote learner persistence in the face of challenging circumstances. This study included recommendations for leaders in higher education to provide high-quality professional development opportunities for faculty and adequate counseling, mentoring, and tutoring services for the students the faculty serve. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10