Download or read book Examining Self efficacy in Community College Adjunct Faculty written by Jessica W. Weisel and published by . This book was released on 2015 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Examining the Self efficacy and New hire Orientation of Adjunct Faculty at a Community College and University written by Justin T. Johnson and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to investigate the teaching self-efficacy of adjunct faculty members at a community college and university in northern Texas. Additionally, this study investigated if a correlation exists between participation in a new-hire orientation and the teaching self-efficacy of adjunct faculty. A Mann-Whitney U test revealed a statistically significant difference between the overall self-efficacy scores of those at a 2-year community college (M = 5.590) and a 4-year public university (M = 5.321). There was a statistically significant difference between years of teaching experience and self-efficacy scores as determined by a one-way ANOVA (F(2,130) = 5.493, p = 0.005). A Tukey post hoc test revealed that those who had 1–5 years teaching experience (M = 5.076, p = .003) were statistically significantly lower than those who had 11+ years teaching experience (M = 5.502). Additionally, there was a statistically significant difference between background as a teacher and self-efficacy scores as determined by a one-way ANOVA (F(2,130) = 7.286, p = 0.001). A Tukey post hoc test revealed that there was no statistically significant difference between group 1 (M = 5.48, p = .605) and group 2 (M = 5.336). Responses to the open-ended questions revealed that adjunct faculty that attended a new-hire orientation found LMS training, Policies and Procedures, Meeting with the Department, First Day Support, and Basic Information to be beneficial. Those who did not attend a new-hire orientation requested assistance with LMS training, Policies and Procedures, Course Help, and Mentor support.

Download or read book Called to Teach written by Christy Leigh Timmons Tyndall and published by . This book was released on 2017 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adjunct faculty teach over 50% of courses in U.S. higher education but little is known about them as educators. Strong evidence has been found in the K-12 literature demonstrating the link between teachers' beliefs, instructional practices, and subsequent student outcomes. Teaching self-efficacy, beliefs in one's capabilities to perform specific tasks in a particular context, is an important contributor to motivation and performance (Tschannen-Moran et al., 1998). This research advances teaching and learning literature in higher education and provides insight into an understudied population of educators by exploring adjunct faculty's teaching self-efficacy and factors that influence those beliefs. In this mixed methods study, an explanatory sequential design was used to explore teaching-self efficacy among adjunct faculty at a Mid-Atlantic community college. Adjunct faculty were surveyed using the College Teaching Self-Efficacy Scale (Prieto Navarro, 2006). Data were selected from the surveys for further explanation in subsequent interviews. Quantitative and qualitative data were merged to form an overall interpretation of teaching self-efficacy and factors that influenced those beliefs. Teaching self-efficacy was highest in creating a positive learning environment, followed by overall teaching self-efficacy, and then instructional skills. Assessing student learning was rated lowest. Adjunct faculty with fewer than five years teaching experience had lower self-efficacy scores than those teaching for six or more years. Mastery experiences and feedback from students and full-time faculty mentors emerged as the most influential sources of teaching self-efficacy. Student evaluations and attending Convocation were positively correlated with scores in overall teaching self-efficacy, instructional skills, and creating a positive learning environment. Adjunct faculty identified working to accommodate the needs of a diverse range of learners as the most significant challenge to teaching self-efficacy followed by challenges related to working conditions including inadequate pay and job insecurity. Key recommendations for promoting adjunct faculty's teaching self-efficacy beliefs include increasing opportunities for interaction with departmental colleagues to share best practices and teaching resources, and offering trainings at flexible times and in creative formats on instructional skills, assessment practices, and learning theories. Improving onboarding processes, recognizing different needs of adjunct faculty based on experience, and reassessing pay and employment structures are also needed.

Download or read book The Effects of Professional Development on Online Adjunct Faculty Job Satisfaction in A Community College Setting written by Marie Ferguson and published by . This book was released on 2015 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative causal comparative research study, guided by Herzberg's (1964) Two Factor Theory of Motivation, and conducted with 106 online adjunct faculty members teaching at a community college in a Southeastern state, examined the effects of four types of professional development (PD) training for online instruction (i.e., fully online, fully face-to-face, blended [online and face-to-face], and none) on online adjunct faculty members' levels of motivation and hygiene job satisfaction. Data were analyzed using two one-way MANCOVAs. The first one-way MANCOVA addressed the first research question, which inquired if there were significant differences across online instruction PD training groups on the motivation job satisfaction factors of general job satisfaction, recognition, and autonomy, controlling for online instruction self-efficacy and age. The second one-way MANCOVA addressed the second research question, which queried if there were significant differences across PD training groups on the hygiene job satisfaction factors of faculty support, salary, and teaching schedule, controlling for online instruction self-efficacy. Results from the first one-way MANCOVA showed that participants in the four online instruction PD training groups did not have significantly different levels of general job satisfaction, recognition and autonomy. Results from the second one-way MANCOVA were significant. Participants in the entirely online PD training group had a significantly lower mean faculty support score than did participants in the blended PD training group. Participants who had not received PD training for online instruction had a significantly lower mean teaching schedule score than did participants in the other three PD training groups.

Download or read book Developing and Sustaining Adult Learners written by Carrie J. Boden and published by IAP. This book was released on 2013-10-01 with total page 457 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing and Sustaining Adult Learners is the second volume in a series of scholarly publications associated with the annual Adult Higher Education Alliance (AHEA, The Alliance) conference. The title of this volume, derived from the theme of the 2012 conference co-sponsored by American Association of Adult and Continuing Education (AAACE) in Las Vegas, NV, encompasses significant issues and questions at the forefront of the field of adult education. At the conference, scholars, practitioners, and adult educators gave presentations and received feedback on some of the most significant and timely issues in their praxis. The Alliance, which values collaboration, transformative dialogue, and collegiality among professionals, considers this volume a continuation of those conversations as the presentations were expanded into chapters. We are glad that you are joining the conversation. This volume confirms not only that adult learning, higher education, and both fields of research have many contexts, but also that there is so much more to learn about different perspectives and opportunities for research and practice. Opportunities for symbiotic relationship abound. We hope that Developing and Sustaining Adult Learners will be a book that you pull off your bookshelf, or open in your e-reader, often. We know that as we engage in program and course planning, design and teaching, this book will provide needed refreshment and new vision. When research ideas seem too similar, this volume will also provide many seeds for new opportunities.

Download or read book Making a Difference written by Patricia T. Ashton and published by Longman Publishing Group. This book was released on 1986 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Case Study of Community College Professors of English written by Sharon J. Koch and published by . This book was released on 2011 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this single-case study was to explore and describe community college English faculty members' perceived self-efficacy (Bandura, 1997) using best instructional practices, as identified by the National Association of Developmental Education (2009) to teach students who are underprepared for college. More specifically, the focus was on using NADE's best instructional practices within the context of teaching basic writing. The frameworks of Bandura (1997) and NADE provided the theoretical basis for the study. A set of five components identified by NADE each comprise essential and recommended practices for instruction: (a) student outcomes, (b) knowledge and preparation, (c) management of the learning environment, (d) teaching style, and (e) teaching process. Two data collection methods were used: a researcher-designed survey and in-person interviews. The survey was a 48-item, paper-pencil instrument designed to gather faculty members' reports of confidence in using best instructional practices. The survey was administered first and served as the primary data source. The interview was topical and designed to elicit information that would expand upon the survey data. The approach followed Flanagan's (1954) Critical Incident Technique. Interviewees were to identify a basic writing class (e.g., lesson or activity) that was particularly effective and provide details about what they did, why they thought it was effective, and student outcomes. The interview guide also contained a list of prompts regarding instructional practices that participants might be using in their courses. The sample included 12 faculty members from a community college in a Northeastern state who teach basic writing to underprepared students. Seven of the 12 survey respondents also participated in an interview. Findings are indicated for each component of NADE's (2009) best instructional practices. The analysis of the survey and interview data yielded 74 findings. Overall, faculty members were confident in using the practices. Interviewees provided varied examples of using the practices. Some interview data did not reinforce survey data, such as confidence in assessment of prior knowledge, use of current research, and selection of an appropriate learning pace. Conclusions and recommendations for practice and future research are presented for each of the five components of the conceptual framework.

Download or read book The Relationship Between Faculty Confirmation Behaviors and Community College Student Self efficacy written by Deidra Peaslee and published by . This book was released on 2016 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly half of all college students in the United States begin at community colleges, including higher numbers of students coming from backgrounds which have been historically underrepresented in higher education. Despite record numbers of new students enrolling at community colleges, the number of students who are retained at the institution long enough to be deemed successful, either through transferring or graduating remains largely unchanged and is inadequate to reduce the achievement gap. One theory is that some students enter college with little confidence in their ability to be successful and faculty members are in a unique position to impact student self-efficacy, which ultimately may impact student success. A literature review explores the different ways self-efficacy is tied to college student success and ways the classroom can be used before quantitatively assessing whether a relationship exists between confirmation behaviors employed by faculty members in the classroom and changes in reported academic self-efficacy of students. The research was conducted through a causal comparative matched pair design with Midwestern community college students during their first semester. The results support a relationship between change in self-efficacy and perceived faculty confirmation (rs= .212, n=70, p=.039*), particularly for female students (rs=.331, n=35, p=.026*) and for those students where neither parent completed a degree higher than high school (rs=.316, n=46, p=.016*).

Download or read book Developing Faculty Learning Communities at Two Year Colleges written by Susan Sipple and published by Taylor & Francis. This book was released on 2023-07-03 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding.Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members.By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers.This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved.Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success.When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.

Download or read book Exploring Correlations among Attitude Self Efficacy and English Language Achievement written by Dr. Manasee Mishra and published by Blue Rose Publishers. This book was released on 2021-09-16 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attitude, Self-efficacy and English communication skills become an integral part to provide appropriate careers to students. Learners suffer from low self-efficacy which is an impediment in their involvement in learning tasks. Poor learning strategies diminish their motivation and consequently their language proficiency. It has been proved that self-efficacy is used an instrument to amplify positive attitude among learners towards English Communication Skills. There is a positive relationship among the attitude, self-efficacy and English language achievement of learners. It provides a framework to understand communication practices of engineering students in India. This book aims to help the language practitioners and educators to look for concrete ways to assist learners to develop a positive attitude and learn more effectively by empowering them to take ownership of learning and to manage their own learning.

Download or read book Instructor Competencies written by Kathy L Jackson and published by IAP. This book was released on 2023-10-01 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Instructor competencies, offered as professional development frameworks, identify the knowledge, skills, and attitudes that enable effective instruction. A 2021 version of Instructor Competencies is now available from The International Board for Standards, Training, Performance and Instruction (IBSTPI). These 2021 standards, appropriate for instructors and trainers in all settings, are based on well-established instructional principles that are flexible enough to allow for adjustments to new understandings in the science of teaching and learning, the integration of best practices, and adaptability to emerging tools and technology. With this update of IBSTPI’s 2004 Instructor Competencies, the framework now includes four domains of performance, 19 competencies, 150 performance statements and these three conditions defining instructors’ work: core, blended, and online.

Download or read book Descriptive and Causal Comparative Examination of Community College Adjunct Faculty written by Steven Gibson and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Blended Learning Student Self efficacy and Faculty written by Gary Gomes and published by . This book was released on 2014 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis explored whether a link exists between blended learning and student self efficacy for community college students, as perceived by faculty teaching blended courses at these institutions. Several previous studies investigated aspects of this topic, but these studies focused on gains in student learning; whether or not students liked blended learning; or whether or not faculty viewed blended learning as achieving learning goals. While some of the research clearly indicated that blended learning results in learning gains that are at least comparable to traditional face-to-face and online learning environments, faculty opinion of blended learning's benefits was often inconsistent with these results, and some faculty have expressed less than favorable opinions of blended learning. The current study examined Bandura's theory of self efficacy, using Vygotsky's constructivism and Dede's online theory (which includes blended learning) as theories that support Bandura's theoretical foundation, to determine whether faculty found that blended learning increased student self efficacy. The analysis of faculty perception was explored through interpretative phenomenological analysis as a qualitative prism of faculty opinion. The study revealed that faculty believed students were not adequately prepared for blended learning; that student and faculty engagement, subjects taught, and faculty support were critical factors in student self efficacy and course success; and that students and faculty often found blended learning required the most effort of any course delivery mechanism. The growing use of blended learning in postsecondary education suggests student and faculty engagement should be considered when preparing coursework and student participation orientation.

Download or read book Impact of instructional development in higher education written by Ann Stes and published by Academia Press. This book was released on 2008* with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Developing Self regulation of Learning and Teaching Skills Among Teacher Candidates written by Héfer Bembenutty and published by Springer. This book was released on 2015-06-09 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the last several decades, self-regulation of learning has permeated all areas of learning and development, including teaching preparation programs. Self-regulatory competences are essential for successful academic achievement and performance. This book is written for teacher candidates to believe that if they heard a call to teach, they can see in each paragraph of this book that they can do it. Teacher candidates reading this book will find themselves vicariously portrayed in the journey of the four teacher candidates described in this book. They can empathize with their struggles but will also find assurance that through self-regulation their own journeys and dreams could have great outcomes. This book is also written for teacher educators in teaching education programs so that they would realize that by transforming their curriculum in light of new findings on self-regulation, they could facilitate the training process of teacher candidates under their supervision and that self-regulation of learning and teaching matters for teacher candidates. Drawing on a rich body of research and theory on self-regulation of learning, Bembenutty, White, and Vélez present compelling case studies indicating that the capability of teacher candidates to self-regulate their attainment of educational goals depends on their exposure to self-regulated teacher educators, especially as they model, scaffold, and mentor in classroom settings. This important text gives numerous examples of how teacher educators can become role models and agents for self-regulatory change, and it will be an invaluable resource for courses in education, psychology, and human development. Barry J. Zimmerman, Professor Emeritus Graduate Center, The City University of New York In an effective blend of theory and case histories, Bembenutty, White, and Vélez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor University of Michigan This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Bråten, Professor University of Oslo, Norway This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues. Anastasia Kitsantas, Professor George Mason University

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Examining the Influence of Self leadership on the Relationship Between General Self efficacy and Community College Student Persistence Attitudes in the Mid atlantic Region written by Rachel N. Bonaparte and published by . This book was released on 2016 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: