Attitudes, Orientations, and Teaching Effectiveness of Community College Faculty: An Exploratory Study.

Autor/inn/en	Hill, Malcolm; und weitere
Titel	Attitudes, Orientations, and Teaching Effectiveness of Community College Faculty: An Exploratory Study.
Quelle	(1978), (207 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Faculty; Community Colleges; Educational Objectives; Educational Philosophy; Group Unity; Identification (Psychology); Literature Reviews; Reference Groups; Role Perception; State Surveys; Student Evaluation of Teacher Performance; Teacher Attitudes; Teacher Behavior; Teacher Characteristics; Teacher Effectiveness; Teacher Role; Teaching Methods; Teaching Styles; Two Year Colleges; Pennsylvania + Suchen Sie Ihr Suchwort? Fakultät; Community college; Community College; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Gruppenidentität; Reference group; Bezugsgruppe; Role conception; Rollenverständnis; Lehrerverhalten; Teacher behaviour; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	Faculty from five of Pennsylvania's 14 community colleges and a sample of students in courses taught by these instructors were surveyed to explore (1) the variations in faculty attitudes toward community college philosophy and progressive-traditional orientations in education; (2) the degree to which teaching roles are student- or subject-oriented; (3) the extent to which role orientation in teaching affects perceived teaching effectiveness; (4) aspects of socialization and their effect on faculty attitudes; and (5) the effect faculty occupational reference groups have on faculty attitudes. Findings suggested that while faculty tended to accept the community college philosophy, almost 28% of the respondents evinced a rather negative view toward institutional objectives. Although faculty were found to be more progressive than traditional on educational issues, the overall pattern was one of ambivalence. Findings also revealed a tendency toward a student-centered teaching approach, and that students themselves perceived faculty as being effective teachers. Teacher's role orientation had little or no effect on how students evaluated performance. Finally, it was revealed that the extent to which individuals identify occupationally with the community college, as 70% of respondents did, predicates their acceptance of its philosophy. Literature reviews on individual topics and a bibliography are included. (MB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC