Download or read book Faculty Perceptions of Developmental Education Delivery Changes in Nebraska Community Colleges written by David W. Hamilton and published by . This book was released on 2014 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is essential to the success of Nebraska's future workforce that community colleges help students transition more effectively through developmental education and into credit-bearing courses. Based on the results of this research which shows how change is occurring in Nebraska's community colleges, the author proposes a theory of staged change in community colleges.
Download or read book Implementation of State Developmental Education Policy written by Shirley Davenport and published by . This book was released on 2016 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: These findings have significant implications for higher education policy-makers, policy implementers, and other stakeholders who wish to effect transformative higher education change through successful policy implementation.
Download or read book Contemporary Research in Adult and Lifelong Learning of Mathematics written by Katherine Safford-Ramus and published by Springer. This book was released on 2018-08-17 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a selection of 15 papers developed by participants in ICME 13 held in Hamburg , presenting insights from the latest research on the andragogy of adult and lifelong learning of mathematics. It also investigates open questions, such as numeracy and mathematics skills, social and psychological influences on learning environments, as well as economic and political demands. The chapters offer examples, while at the same time highlighting important directions for further research. The book is divided into four parts: The first section provides an overview on the concept of “numeracy”, and the second focuses on adult students who are learning mathematics; the third part presents a teachers’ focus and the final part covers overarching themes. The book is of interest to classroom teachers, university teacher educators, and professional development providers.
Download or read book Understanding Implementation of Developmental Education Delivery Models in a Community College Setting written by Sherry Ann Marlow Ormsby and published by . This book was released on 2017 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of higher education faces many barriers in providing quality education to students, with educating underprepared students as one of the most challenging and complex (Parker, 2007). Although developmental education may have found a permanent home in community colleges exclusively, the greater concern is not the location of remediation education, but rather the impact on student success (Parker, Bustillos & Behringer, 2010). Until students arrive at higher education institutions academically prepared to be successful in college-level courses, developmental education will continue to be a critical mission of community colleges (CCA, 2012). Too many students are lost in the developmental education pipeline, unable to progress into college-level courses or finish requirements to earn a credential (CCA, 2012). Attempting to increase student success at the community college level, the Tennessee Board of Regents (TBR) implemented new guidelines streamlining how remediation is provided. Even with standardized guidelines, questions emerged regarding how developmental education is delivered on individual campuses, perceptions of program effectiveness, and the impact on student grades and progression rates. The purpose of current study was to conduct a state-wide evaluation of learning support delivery methods in the thirteen community colleges across the state of Tennessee. Additionally, the study sought to understand how learning support is delivered, perceptions of key stakeholders, and overall effectiveness of learning support in regards to student success indicators such as grades and progression. A mixed methods approach was utilized to collect qualitative and quantitative measures from learning support coordinators and faculty members. Student success was evaluated through system-wide archival student data from the Fall 2015 cohort. The results from this study can shed light on what is happening on individual community college campuses in terms of student success. Stakeholders at both the institution level and state level will gain data to inform policy and procedure mandates driving student success initiatives. Findings from the study could potentially be used to increase academic success in both developmental education and college-level courses, ultimately enhancing progression of students and expand the number of students successfully earning a credential in the State of Tennessee.
Download or read book An Analysis of Community College Developmental Education Faculty Members Perceptions of Professional Development written by Mary Helen Pavia Martinez and published by . This book was released on 2020 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty professional development is an essential component in the fabric of community colleges. Nationwide research studies indicate that students who begin their post-secondary studies underprepared and enrolled in developmental education are less likely to complete a college degree. Developmental education has been under reform for the past few years with the goal of accelerating students' success and transitioning them into college-level courses. Given the present state of reform, more research is needed on faculty preparation in teaching developmental education, specifically on the role of professional development in preparing faculty in developmental education. Faculty in developmental education are central to the success of students completing a degree or certificate. During this current state of reform in developmental education, professional development represents a probable solution to preparing faculty to provide condensed versions of developmental education course models. This research study examined perceptions of community college faculty in developmental education on professional development. This study utilized a qualitative case study design with the use of focus groups, semi-structured interviews, and surveys. The findings were (a) the majority of participants reported that sharing with other faculty members was beneficial and perceived the sharing of practice with like-minded individuals as a professional development activity, (b) participants' primary challenges to participating in professional development were limited funding and time away from classroom, and (c) participants expressed apprehension regarding the state of reform in developmental education. Insights from faculty on needs, challenges, and perceptions may enhance the effectiveness, timeliness, and quality of faculty development programs.
Download or read book Toward Establishing Professional Development Schools written by Phyllis Metcalf Turner and published by . This book was released on 1993 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Changes in Perceived Instructional development Needs of New Part time Faculty in Community Colleges written by Richard D. Yarger and published by . This book was released on 1982 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of the Perceptions of Faculty and Students Concerning the Benefits Needs and Objectives of the Developmental Skills Program at New York City Community College written by Willie Edward James Pollard and published by . This book was released on 1974 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Faculty Perceptions of Faculty Development Programs at Public Community Colleges in Mississippi written by Alice D. Gill and published by . This book was released on 1993 with total page 472 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developmental Education Programs written by Thad D. Mitchell and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bridging the Gap written by Barbara Jean Kelberer and published by . This book was released on 2002 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Washington State Community College Administrators and Developmental Education Faculty Concerning the Characteristics of Effective Developmental Education Programs written by Robert Henry Eley and published by . This book was released on 1993 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Female Vocational Faculty and Administrators in Nebraska Community Colleges written by Bill Dave Beck and published by . This book was released on 1978 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Students Families and Community College Administrators about Developmental Education written by Justin Necessary and published by . This book was released on 2016 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceptions of Developmental Education Faculty Regarding the Effectiveness of Developmental Education Programs written by Diondrea R. Edwards and published by . This book was released on 2008 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Administrators Faculty and Staff Regarding a Redesign Initiative Integrating Developmental Reading and Writing Instruction in a Community College Setting written by Joanie Deforest and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationally, an increasing number of underprepared students are enrolling in community colleges, and as a result, the enrollment of at-risk students in Developmental Education programs has soared. Community colleges have undergone much criticism for their lengthy college preparatory programs. Often, these programs require students with low placement test scores to endure many semesters of foundational coursework before they can progress to transferrable academic-level study. Severely at-risk students often give up and drop out. States across the country have begun to scrutinize Developmental Education programs, charging community colleges with the task of developing accelerated curriculum models to move students more quickly through college preparatory coursework. The Southeast Texas community college in this study redesigned two levels of existing standalone developmental reading and writing courses into a two-level integrated reading and writing curriculum, which cut the time to completion in half. This qualitative comparative analysis case study examined the perceptions of top and mid-level administrators, college preparatory reading and writing faculty, and academic advising staff, who were involved in the development and/or implementation of the course redesign. This examination was framed in Kotter's Change Management Theory, Knowles' Adult Learning Theory, and Rosenblatt's Transactional Theory. Four major themes resulted from this study: impetus of change, commitment to student success, trust and confidence, and collective collaboration.
Download or read book Faculty Perceptions of Organizational Climate for Innovation at Community Colleges written by Tatyana Batazhan and published by . This book was released on 2015 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education is faced with ever-increasing challenges, which require fundamental changes in order to ensure its relevance in the future. Business leaders and academic scholars urge organizations to continuously reshape and renew through learning and innovation to assure viability and sustainability. Organizational climate serves as a foundation that can promote or hinder innovation. Consequently, an organizational climate that encourages innovation is paramount to get community colleges through challenging times and ensure their relevance and value in meeting the needs of the 21st century complex society. The purpose of the study was to assess perceptions of full-time faculty members about organizational climate for innovation in community colleges in Oregon and to determine if there is any difference in perceptions based on individual demographic factors or organizational characteristics. The secondary purpose was to gather feedback related to enhancements that community colleges can pursue to improve organizational climate for innovation. A web-based questionnaire was developed using items from other instruments that measured organizational climate for innovation with the constructs of leadership, support for creativity, norms for diversity and risk-taking, continuous development, ownership, and resources. There are 17 community colleges in Oregon; of these, 13 community colleges participated in the study. A total of 219 full-time community college faculty members participated in the study, which was (16%) of the total population of full-time community college faculty in Oregon Quantitative analysis included general description of respondent characteristics and descriptive findings; Cronbach's coefficient alpha to test instrumentation constructs and reliability; confirmatory factor analysis of the instrument confirmed the constructs. Investigation of assumptions related to the inferential analyses and factorial ANOVA was used to test the hypotheses. Qualitative research method was used to analyze qualitative data related to enhancement of an organizational climate for innovation. The study findings revealed that the organizational climate for innovation based on faculty members' perceptions was average and below average on the measurement along six selected constructs. There were no significant differences in responses of faculty based on the demographic factors (age, gender, educational level, area of teaching, experience in the profession, experience at community colleges, and experience at current community college) and an organizational size. Faculty members provided several recommendations on how to enhance an organizational climate for innovation, which were in line with the six constructs, the existing scholarly literature, and best business practices. While the body of research pertinent to organizational climate perceptions, culture, and innovation is growing, limited research is available on the topic of an organizational climate for innovation in post-secondary education. This study encompassed a broader approach of an assessment and information gathering from most of the colleges in one state, the state of Oregon. Therefore, this research is significant as it added to and enriched the existing and growing body of constructed scholarly knowledge. Most importantly, the results of this research provided Oregon community college leaders in administrative positions with an assessment of current organizational climate for innovation based on faculty members' perceptions. Therefore, community college leaders are armed with pivotal information that can assist them in shaping organizations' future directions and set up their colleges for innovation.
