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首页> 外文学位 >The impact of learning communities on student and faculty engagement: The case for linking college success and basic skills English courses at 'a' community college.
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The impact of learning communities on student and faculty engagement: The case for linking college success and basic skills English courses at 'a' community college.

机译：学习社区对学生和教职员工参与的影响：将“ a”社区学院的大学成功与基本技能英语课程联系起来的案例。

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摘要

The purposes of this action research study were to: examine the (a) impact of linking basic skills English and College Success courses on the engagement and satisfaction of students and faculty at a branch campus of a large community college, (b) chronicle changes in scheduling, registration, and assignment of faculty as the initiatives are grown, and (c) examine my espoused servant leadership and social justice orientation, as I lead the project using Kotter's (1996) eight-step process for creating major change.;The quality of the relationship between the learning community faculty members had an impact on satisfaction for students and faculty. Faculty who chose to work together because of shared traits or interests were more engaged and satisfied than those who chose a partner of convenience, or those assigned to teach a learning community. Positional power plays a significant role in growing learning communities, as does the development of personal relationships with key stakeholders. Action research methods allowed me to participate and lead the change project through four cycles of data collection: a quantitative study; a qualitative questionnaire; interviews with faculty and students; and an ad hoc work group of professionals from across the college community. Student learning communities and their potential impact on the college's culture is discussed in the context of the community college mission and learning organizations.
机译：这项行动研究的目的是：（a）将基本技能英语和大学成功课程联系起来对大型社区学院分支校园的学生和教师的参与和满意度的影响，（b）编年史变化随着计划的发展，对教师进行日程安排，注册和分配，并且（c）在我使用Kotter（1996）的八步过程进行重大变革的过程中领导我的受信仆人领导和社会正义取向时；学习社区教师之间的关系影响了学生和教师的满意度。由于共有的特质或兴趣而选择一起工作的教师比那些选择方便的合作伙伴或被指派教一个学习社区的人更加投入和满足。位置权在成长型学习社区中起着重要作用，与主要利益相关者之间的人际关系也是如此。行动研究方法使我能够通过四个数据收集周期参与和领导变更项目：定量研究；定性问卷；与教职员工的访谈；以及来自整个大学社区的专业人员临时工作组。在社区大学使命和学习组织的背景下，讨论了学生学习社区及其对大学文化的潜在影响。

著录项

  • 作者

    Boylan, Mary Beth.;

  • 作者单位

    Rowan University.;

  • 授予单位 Rowan University.;
  • 学科 Educational leadership.;Community college education.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 241 p.
  • 总页数 241
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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