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The socialization of community colle...

Kozeracki, Carol A.

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The socialization of community college instructors who teach developmental English classes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The socialization of community college instructors who teach developmental English classes./
作者:	Kozeracki, Carol A.
面頁冊數:	295 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2115.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3135549
ISBN:	0496827723

The socialization of community college instructors who teach developmental English classes.
Kozeracki, Carol A.

The socialization of community college instructors who teach developmental English classes. - 295 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2115.

Thesis (Ph.D.)--University of California, Los Angeles, 2004.

This study investigates the socialization process of community college faculty who teach developmental English courses. It specifically assesses the contribution of the following components to preparing faculty to teach underprepared college students: graduate school, prior work experience, the hiring and orientation process of the community colleges, the evaluation process, college-sponsored development programs, and the activities of professional associations. The primary research method utilized is interviews with 36 faculty members, supplemented by an examination of course materials, training manuals, and program descriptions.

ISBN: 0496827723Subjects--Topical Terms:

543175
Education, Higher.

The socialization of community college instructors who teach developmental English classes.
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245 1 4 $a The socialization of community college instructors who teach developmental English classes.
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500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2115.
500 $a Chair: Arthur M. Cohen.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2004.
520 $a This study investigates the socialization process of community college faculty who teach developmental English courses. It specifically assesses the contribution of the following components to preparing faculty to teach underprepared college students: graduate school, prior work experience, the hiring and orientation process of the community colleges, the evaluation process, college-sponsored development programs, and the activities of professional associations. The primary research method utilized is interviews with 36 faculty members, supplemented by an examination of course materials, training manuals, and program descriptions.
520 $a The findings reinforce the assertion in the literature that teaching underprepared college students is a challenging enterprise. Foremost among the pedagogical difficulties they encounter are the wide range of backgrounds and preparation levels that the students bring to these courses.
520 $a The instructors indicate that a substantial gap exists between what they learn in graduate school and what they need to foster student learning. The instructors identify three areas that should receive greater emphasis in graduate programs: instruction in how to teach basic grammar; pedagogical information on lesson planning and presentation; and strategies for recognizing and working with students with learning disabilities. This expression of interest in information relevant to teaching needs is one of the central themes articulated by faculty in this study.
520 $a The types of orientation programs offered at these colleges range from a minimal distribution of information on college operating procedures to comprehensive programs that include manuals, seminars, and newsletters. Part-time faculty, especially those hired several days before the beginning of the semester, may receive only an official course description and textbook. Almost all the instructors discuss the importance of new faculty receiving informal guidance from more experienced colleagues.
520 $a College-sponsored faculty development takes place through formal collegewide programs, department meetings and roundtables, and informal discussions among colleagues. Faculty are most satisfied with departmental activities that respond to issues they face in the classroom, and with informal discussions among colleagues. In assessing the value of the professional associations, the faculty are most interested in discovering strategies that can be applied directly to their teaching, and are least interested in theoretical articles and presentations that do not offer practical applications. The dissertation concludes with a number of recommendations for improving the socialization process for faculty.
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