Download or read book The Staff Development Needs of Full time Instructional Faculty as Reported by Professional Staff Members in Oregon Community Colleges written by Patricia Kallberg Justice and published by . This book was released on 1978 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: PURPOSE OF THE STUDY: The study examined administrator and faculty perceptions toward staff development needs and ascertained the differences which exist between the reported staff development needs of full-time community college instructors within the state of Oregon. OBJECTIVES OF THE STUDY: The three objectives identified for this study were: 1. To determine if administrators and faculty agree upon the staff development needs of the full-time instructional staff. 2. To determine if educational background and community college teaching experience variations affect the reported staff development needs of vocational technical program instructors. 3. To determine if vocational technical and lower division transfer program instructors with similar educational backgrounds and similar years of community college teaching experience report similar staff development needs. THE PROCEDURE: A survey instrument was developed, pilot tested, abjudicated by a jury of experts and administered to a randomly selected group of instructional administrators and full-time faculty from the thirteen community colleges in the state of Oregon. The sample for the study consisted of 171 instructional administrators, 342 lower division transfer program instructors and 393 vocational technical program instructors from Oregon's community colleges. The dependent variable in the study was a score assigned by the respondents to each of the fifty-two Likert-type questions in the survey instrument. The F statistic was used to analyze contrast among the mean scores for criterion variable statements relating to each of the study's three objectives. SELECTED FINDINGS: All null hypotheses in the study were rejected at the .05 level of probability. The findings relative to these hypotheses are summarized according to the three objectives. In relation to objective number one, significant differences were found to exist between the perceived staff development needs of instructors as reported by faculty and administrators. In analyzing the rejected null hypothesis, it was found that administrators indicated the faculty development need was larger than that reported by the instructors. In relation to objective number two, significant differences were found to exist between the reported staff development needs of vocational technical program instructors. Community college teaching experience, educational preparation and the interaction between these two variables significantly affected reported needs. The greatest differences in mean scores were reported by individuals with one to six or more than fifteen years of community college teaching experience. Faculty with seven to fifteen years of community college experience felt that their abilities were acceptable. Reported staff development needs decreased as the formal educational preparation variable increased in years. In relation to objective number three, significant differences were found to exist between the reported staff development needs of vocationai technical and lower division transfer program instructors with a minimum of sixteen years of formal educational preparation. Differences were shown on the community college experience, teaching area and interaction variables for each of the seven hypotheses. As with objective number two, the greatest amount of staff development need was reported by individuals with less than seven or more than fifteen years of community college teaching experience. Also as with the data from objective number two, reported staff development needs decreased as the amount of formal educational training increased. The study presented conclusions and implications based on the findings relative to each specific objective. Specific characteristics affecting the staff development needs of community college full-time faculty members within the state of Oregon were delineated.
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 810 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessment of Professional Development Activities Instructional Needs and Delivery Methods of Part time Technical and Occupational Faculty in U S Community Colleges written by Brian A. Sandford and published by . This book was released on 2004 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to describe the frequency of professional development activities provided to part-time occupational and technical program faculty. Additionally, the perceptions of occupational education officers concerning the instructional professional development needs and their appropriate delivery method(s) for these faculty members within the community colleges in the United States were identified.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1996 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Implementation of a Staff Development Program for Part time Faculty in a Community College Based on Havelock s Theoretical Model of the Change Process written by Sharon Kay Ferrett and published by . This book was released on 1975 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1983 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Work Related Abstracts written by and published by . This book was released on 1979 with total page 910 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Faculty staff Development Best Practices written by Peggy D. Loumos-Kennedy and published by . This book was released on 1996 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1096 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Current Landscape and Changing Perspectives of Part Time Faculty written by Richard L. Wagoner and published by Jossey-Bass. This book was released on 2007 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on nationally representative quantitative data from the National Study of Postsecondary Faculty, qualitative fieldwork, and the lived experiences of administrators and faculty members, this volume provides a variety of perspectives on part time community college faculty. The multiple perspectives are intended to offer a complex and conflicted picture of community college part-time faculty, as there are no easy answers to the questions that arise from colleges' heavy reliance on their service. This volume seeks to encourage discussion and debate on the topic, update and advance the scholarship on part-time faculty and to highlight best practices and useful examples that can help two-year colleges continue to play a vital role in American higher education. Community colleges are the only sector of public, nonprofit postsecondary education in the United states where part-time faculty outnumber full-time faculty. This has significant implication for community college administrators who are responsible for recruiting, hiring, and supporting part-time faculty; for college, district, and state leaders who help set policies regarding the use of part-timers; and for all part-time faculty who seek to receive equitable treatment as they strive to enhance the quality of education for community college students. This is the 140th volume of the Jossey-Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Download or read book Industrial Relations Theses and Dissertations Submitted at Universities written by and published by . This book was released on 1983 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developing Staff Potential written by Terry O'Banion and published by . This book was released on 1977 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book ERIC Educational Documents Index written by Educational Resources Information Center (U.S.) and published by . This book was released on 1966 with total page 820 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A subject-author-institution index which provides titles and accession numbers to the document and report literature that was announced in the monthly issues of Resources in education" (earlier called Research in education).
Download or read book ERIC Educational Documents Index 1966 1969 Major descriptors written by CCM Information Corporation and published by . This book was released on 1970 with total page 818 pages. Available in PDF, EPUB and Kindle. Book excerpt:
