The Development and Delivery of Mathematics Service Courses in Two Year Colleges.

Autor/in	Davis, Ronald Marshall
Titel	The Development and Delivery of Mathematics Service Courses in Two Year Colleges.
Quelle	(1980), (494 Seiten)Verfügbarkeit Ph.D. Dissertation, University of Maryland
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; College Mathematics; Cooperation; Interdisciplinary Approach; Mathematics Instruction; Mathematics Teachers; Nonmajors; Organizational Communication; Questionnaires; Surveys; Teacher Attitudes; Technical Education; Two Year Colleges; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Co-operation; Kooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fragebogen; Survey; Umfrage; Befragung; Lehrerverhalten; Technikunterricht; Ausbildung; Berufsbildung; Ausbilder
Abstract	A study was conducted to determine the level of cooperation between mathematics and occupational-technical faculty in the development and delivery of occupational-technical mathematics courses at 100 randomly selected two-year colleges. Level of cooperation was measured by obtaining the perceptions of selected administrators and faculty toward the willingness of mathematics faculty to adapt their concept of appropriate mathematics for occupational-technical programs and toward the amount of coordination provided by the mathematics faculty for occupational-technical mathematics courses. A campus rating was developed from these responses, assigning the campuses a low, moderate, or high level of interface. Case studies were used to provide in-depth studies of the six high and eight low interface colleges. Information was gathered through the use of campus visitations, individual and group interviews, questionnaires, and rating sheets. Five key factors were identified as influencing level of interface: (1) quality of informal communication; (2) process for development and review of content for occupational mathematics courses; (3) departmental location of responsibility for occupational math course instruction; (4) enrollment; and (5) age of the college. The study report includes a review of the literature on organizational theories and occupational-technical education, a description of the research design and findings, and conclusions and is appended by survey instruments and case studies. (Author/AYC)
Anmerkungen	University Microfilms, P.O. Box 1764, Ann Arbor, MI 48106 (Order No. 81-3872, MF $9.00, Xerography, $18.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01