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A survey of community college faculty, their teaching methodologies, and congruence with student learning needs.

机译：社区大学教师的调查，他们的教学方法以及与学生学习需求的一致性。

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摘要

National movements for greater quality in education have increased concerns about student learning and the effectiveness of teaching for the community college. Faculty are responsible for student learning, yet criticized for using ineffective teaching methods despite limited data on community college teaching practices. The purpose of this study was to gain a descriptive understanding of current teaching practices in three community colleges. This single-phase study used a concurrent mixed-method exploratory research design. A purposeful sample of 185 community college faculty across three colleges in the southwestern United States were surveyed about what methods they use, how they perceive their teaching effectiveness, what motivates them to change, and why they teach as they do. This study was grounded in the framework of Bandura's self-efficacy theory to enhance an understanding of the faculty's perspective of improving teaching and learning. Descriptive statistics and inductive analysis of mixed-method data led to key findings indicating that faculty were incorporating diverse and learner-centered strategies and using a variety of assessment methods. Despite feeling that good teaching is not rewarded by their colleges, faculty found participating in professional development and trying new methods beneficial to their teaching. The data indicated that better ways to evaluate teaching effectiveness are needed, along with better ways to evaluate student success at community colleges. This study benefits students, faculty, and community colleges nationally by providing research data to help inform and encourage administrative vision, support, and policies relating to faculty development and learner-centered programs to increase student engagement and success.
机译：为提高教育质量而开展的全国运动，越来越引起人们对学生学习和社区大学教学效果的关注。尽管负责社区大学教学实践的数据有限，但教师负责学生的学习，但因使用无效的教学方法而受到批评。这项研究的目的是获得对三个社区学院当前教学实践的描述性理解。该单阶段研究使用了并行的混合方法探索性研究设计。调查了美国西南部三所大学的185名社区大学教师的目的样本，调查了他们使用什么方法，他们如何看待他们的教学效果，是什么促使他们改变，以及为什么他们如此教书。这项研究基于班杜拉的自我效能理论的框架，以加深对教师改进教与学观点的理解。混合方法数据的描述性统计和归纳分析得出的主要发现表明，教师正在采用多种以学习者为中心的策略，并使用多种评估方法。尽管感觉良好的教学并不能使他们的大学获得回报，但是教师发现他们参与了职业发展并尝试了有益于他们教学的新方法。数据表明，需要更好的方法来评估教学效果，以及更好的方法来评估社区学院学生的学习成绩。这项研究通过提供研究数据来帮助告知和鼓励与教师发展和以学习者为中心的计划有关的行政远见，支持和政策，以提高学生的参与度和成功率，从而使全国的学生，教师和社区学院受益。

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  • 作者

    Campbell, Susan J.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Education Community College.;Education Adult and Continuing.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 154 p.
  • 总页数 154
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;教师;成人教育、业余教育;
  • 关键词

  • 入库时间 2022-08-17 11:38:30

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