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Community college teaching: Institu...

Bedard, Arlana Dee.

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Community college teaching: Institutional support for high student outcomes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Community college teaching: Institutional support for high student outcomes./
作者:	Bedard, Arlana Dee.
面頁冊數:	248 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2439.
Contained By:	Dissertation Abstracts International63-07A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3059582
ISBN:	0493752544

Community college teaching: Institutional support for high student outcomes.
Bedard, Arlana Dee.

Community college teaching: Institutional support for high student outcomes. - 248 p.

Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2439.

Thesis (Ed.D.)--University of California, Los Angeles, 2002.

By any measure, course completion rates in community college developmental math and English courses remain unacceptably low. Because these courses form a foundation for student success, an investigation of developmental courses is both timely and worthwhile.

ISBN: 0493752544Subjects--Topical Terms:

1018008
Education, Community College.

Community college teaching: Institutional support for high student outcomes.
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245 1 0 $a Community college teaching: Institutional support for high student outcomes.
300 $a 248 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2439.
500 $a Chair: Wellford W. Wilms.
502 $a Thesis (Ed.D.)--University of California, Los Angeles, 2002.
520 $a By any measure, course completion rates in community college developmental math and English courses remain unacceptably low. Because these courses form a foundation for student success, an investigation of developmental courses is both timely and worthwhile.
520 $a This action research1 project investigated community college teaching, institutional efforts in support of that teaching, and effective teacher development practices. Central to this investigation were the perceptions and practices of teachers who produce high student outcomes, interventions that the institutions can provide to support teachers, and the establishment of effective teacher development measures to bring about real change in the teaching practices of newly appointed community college teachers. The significant individual strands of this project were guided by the following questions: (1) What are the characteristics and teaching practices of faculty that lead to high student outcomes? (2) How do community colleges effectively support the efforts of faculty who are successful in producing high student outcomes? (3) How can this knowledge be incorporated into an effective program of teacher development in support of newly appointed community college teachers?
520 $a Christian conducted the investigation of teacher practices and characteristics. She examined developmental2 English and mathematics faculty at two community colleges. She utilized three measures to identify high student outcomes: student retention, student success, and student success in subsequent courses3.
520 $a Bedard examined the perceptions of faculty members with high student outcomes to identify effective institutional processes of supporting teaching efforts.
520 $a She relied on interviews, questionnaires, observations, and the analysis of documents to provide the data for this examination.
520 $a Simpson collaborated with the staff development committee chairs at one of the subject colleges to develop and implement a more responsive and more effective new teacher development process, the Teaching and Learning Institute. He utilized Bedard and Christian's investigations as the backbone of new teacher development efforts at the subject college. This collaboration established a previously non-existent model for the examination and continuous improvement of the effort to support first year community college teachers. This result is the heart of action research.
520 $a 1Action research (Stringer, 1999) is a dynamic systems improvement process that incorporates the real life experiences and perspectives of participants as critical components of the improvement effort. 2Developmental courses are defined by the community colleges as pre-collegiate level courses. Students cannot receive baccalaureate credit for basic skills courses. 3Student retention refers to the number of students who remain in a course to receive a letter grade. Student success refers to the number of students who receive a letter grade of C or better.
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710 2 0 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertation Abstracts International $g 63-07A.
790 1 0 $a Wilms, Wellford W., $e advisor
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