"Feel Like More than a Number in the Classroom": Faculty Perceptions of Professional Development for Student Success

Autor/inn/en	Amaro-Jimenez, Carla; Martinez-Cosio, Maria; Patterson, Oliver K.; Clark, Kametrice; Luken-Sutton, Jennifer
Titel	"Feel Like More than a Number in the Classroom": Faculty Perceptions of Professional Development for Student Success
Quelle	In: Journal of Hispanic Higher Education, 21 (2022) 3, S.247-260 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Amaro-Jimenez, Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192720950863
Schlagwörter	Teacher Attitudes; Faculty Development; Teacher Motivation; Student Diversity; Student Needs; Hispanic American Students; Minority Serving Institutions; Barriers + Suchen Sie Ihr Suchwort? Lehrerverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	Students benefit when faculty develop their teaching practice. This study aimed to identify why faculty seek professional development (PD), barriers to addressing classroom needs, and the benefit of PD in developing an understanding of classroom diversity at an HSI. Data from over 400 participants indicate a desire for classroom and online engagement activities. Faculty also described PD as facilitating the building of a community of peers engaged in student success while better understanding shifting demographics. (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