Instruction Quality or Working Condition? The Effects of Part-Time Faculty on Student Academic Outcomes in Community College Introductory Courses

Autor/inn/en	Ran, Florence Xiaotao; Sanders, Jasmine
Titel	Instruction Quality or Working Condition? The Effects of Part-Time Faculty on Student Academic Outcomes in Community College Introductory Courses
Quelle	In: AERA Open, 6 (2020) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Part Time Faculty; Teacher Effectiveness; Outcomes of Education; Community Colleges; Two Year College Students; Introductory Courses; Enrollment Influences; Required Courses; Remedial Instruction; Context Effect; Work Environment; Public Colleges; Knowledge Level; Mathematics Achievement; Academic Support Services; Student Characteristics; Working Hours + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernleistung; Schulerfolg; Community college; Community College; Einführungskurs; Pflichtkurs; Förderkurs; Arbeitsmilieu; Wissensbasis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Hours of work; Arbeitszeit
Abstract	More than half of community college courses are taught by part-time faculty. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students' current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. We find that part-time faculty have negative effects on student subsequent enrollments. These negative effects are driven by results in math courses. We also find that course schedules could explain substantial proportions of the estimated negative effects, while faculty individual characteristics could not. Survey results on faculty professional experiences suggest that part-time faculty had less institutional knowledge regarding both academic and nonacademic services. We infer that inferior working conditions for part-time faculty, rather than inferior instructional practices, contribute to the negative effects we observed on students' subsequent course enrollment. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01