Reported Usage and Perceived Value of Various Teaching Strategies by Community College and University Faculty in Arkansas

Autor/in	Coleman, Janice
Titel	Reported Usage and Perceived Value of Various Teaching Strategies by Community College and University Faculty in Arkansas
Quelle	(2008), (104 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arkansas State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-5963-6
Schlagwörter	Hochschulschrift; Dissertation; Teaching Experience; Teaching Methods; Community Colleges; Higher Education; College Freshmen; Two Year College Students; Undergraduate Students; Statistical Significance; College Faculty; Scores; Teacher Surveys; Course Organization; Elementary Secondary Education; Preschool Education; Data Collection; School Demography; Comparative Analysis; Performance Factors; Arkansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Community college; Community College; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienanfänger; Fakultät; Course organisation; Kurskonzept; Pre-school education; Vorschulerziehung; Data capture; Datensammlung; Schulbesuchsrate; Leistungsindikator
Abstract	A study was conducted to investigate the teaching methods valued and used by faculty in Arkansas public higher education institutions at the freshman and sophomore levels. The participants were 336 teachers who responded to a 21 item survey distributed to college teachers in Arkansas. The study sought to collect relevant demographic data and to compare value and implementation of teaching strategies identified in Joyce, Weil, and Calhoun's "Models of Teaching," (7th ed.). Two instruments were used where participants were asked on one survey to rate the value they placed on selected teaching strategies. On a second survey, a different set of participants were asked to rate their day-to-day implementation of the same teaching strategies. Statistical methods were used to determine if significant differences existed between the two-year and four-year teachers in terms of their use and value of teaching strategies. Value mean scores were higher than implementation mean scores; and, research indicated that there was one statistically significant difference to which teachers of freshmen and sophomores in two-year and four-year institutions in Arkansas with and without experience teaching in a P-12 setting value various teaching strategies. One statistically significant difference was also revealed in the implementation of the various teaching strategies when teachers with and without a P-12 teaching experience was a factor. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10