Empowering Faculty through Redefined Work Roles.

Autor/inn/en	Alfred, Richard L.; Linder, Vincent
Titel	Empowering Faculty through Redefined Work Roles.
Quelle	In: New Directions for Community Colleges, (1992) 79, S.49-59 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-3081
DOI	10.1002/cc.36819927908
Schlagwörter	Stellungnahme; Administrator Role; College Faculty; Community Colleges; Excellence in Education; Inservice Teacher Education; Instructional Effectiveness; Models; Organizational Climate; Preservice Teacher Education; Teacher Alienation; Teacher Attitudes; Teacher Effectiveness; Teacher Role; Teaching Skills; Two Year Colleges + Suchen Sie Ihr Suchwort? Fakultät; Community college; Community College; Lernerfolg; Lehrerfortbildung; Unterrichtserfolg; Analogiemodell; Organisationsklima; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Lehrerrolle; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Stresses carefully planned preservice and inservice education for faculty to overcome negative past experiences and training and assume new leadership roles within community colleges. Describes characteristics of faculty alienation, including powerlessness, meaninglessness, normlessness, isolation, self-estrangement, and outlines redefined roles to empower faculty based on participation and accountability. (PAA)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01