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The knowing-teaching gap.

Nolan, Deborah L.

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The knowing-teaching gap.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The knowing-teaching gap./
作者:	Nolan, Deborah L.
面頁冊數:	236 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1669.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3177382
ISBN:	9780542166310

The knowing-teaching gap.
Nolan, Deborah L.

The knowing-teaching gap. - 236 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1669.

Thesis (Ph.D.)--University of Denver, 2005.

One of the challenges facing community colleges nationwide is providing the instruction that underprepared students require in order to become successful in college. A large percentage of community college students are underprepared for college, and because the majority of their instruction occurs in developmental education classrooms in community colleges, it is important to understand more about how teachers in successful programs provide instruction. Understanding how to react to the challenge of the underprepared student is especially important for developmental English teachers. Research concerning conceptions of teaching and teacher beliefs support the claim that teacher beliefs are closely related to classroom practices, but a variety of factors may influence consistency and inconsistency between teachers' beliefs and practices, including isolation, large class sizes, and difficulty working with underprepared students.

ISBN: 9780542166310Subjects--Topical Terms:

543175
Education, Higher.

The knowing-teaching gap.
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500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1669.
500 $a Adviser: Elinor Katz.
502 $a Thesis (Ph.D.)--University of Denver, 2005.
520 $a One of the challenges facing community colleges nationwide is providing the instruction that underprepared students require in order to become successful in college. A large percentage of community college students are underprepared for college, and because the majority of their instruction occurs in developmental education classrooms in community colleges, it is important to understand more about how teachers in successful programs provide instruction. Understanding how to react to the challenge of the underprepared student is especially important for developmental English teachers. Research concerning conceptions of teaching and teacher beliefs support the claim that teacher beliefs are closely related to classroom practices, but a variety of factors may influence consistency and inconsistency between teachers' beliefs and practices, including isolation, large class sizes, and difficulty working with underprepared students.
520 $a This study examined a developmental English department in a community college in a western state, in order to understand the relationship between faculty stated beliefs and self-reported practices. The research questions for this study are as follows: (1) What are remedial/developmental faculty members' beliefs and what are the similarities and differences between faculty members' beliefs and those in the scholarly and professional literature? (2) What are the self-reported classroom practices and what are the similarities and differences between faculty members' self-reported classroom practices and those in the scholarly and professional literature? (3) How consistent are faculty members' beliefs with their self-reported practices, and what factors influence consistency or inconsistency between the two?
520 $a Multiple semi-structured interviews were conducted with 10 developmental English instructors. Data gathering techniques also included document analysis. Data were analyzed inductively (Creswell, 2002) and deductively, utilizing Samuelowicz's (1999) framework for discussing teachers' conceptions of teaching and belief dimensions and Davis's (1993) five theory-based teaching strategies to discuss teachers' classroom instructional practices. Argyris and Schon's (1974) theory of action framework was used to discuss the relationship between teacher beliefs and practices. Faculty can be classified as holding teaching-centered beliefs and report using classroom practices commonly described in scholarly and professional literature. Six of the 10 instructors exhibit inconsistency between their teaching beliefs and self-reported practices.
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