東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Analysis of perceptional differences...

Hutyra, Jerry Emil.

Linked to FindBook

Google Book

Amazon

博客來

Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses./
Author:	Hutyra, Jerry Emil.
Description:	91 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0907.
Contained By:	Dissertation Abstracts International65-03A.
Subject:	Education, Vocational. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3126576

Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses.
Hutyra, Jerry Emil.

Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses. - 91 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0907.

Thesis (Ed.D.)--University of North Texas, 2004.

The purpose of this study was to identify and analyze perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses. The literature review focused on defining multiple teaching strategies and identifying and discussing four major perceived barriers to implementing them in the electronics classroom: student, resources, classroom environmental, and teacher training/teaching technology. The targeted population consisted of 150 out of 231 electronics teaching technical and community college department chairs, faculty, and instructors throughout the state of Texas. In actuality, the targeted population's breakdown consisted of 36 full-time electronics teaching department chairs, 96 full-time electronics teaching faculty and instructors, and 18 part-time electronics teaching faculty and instructors who were actively involved in the delivery of instruction in their respective schools.Subjects--Topical Terms:

1017499
Education, Vocational.

Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses.
LDR:02808nmm 2200289 4500 001 1863337
005 20041215113826.5
008 130614s2004 eng d
035 $a (UnM)AAI3126576
035 $a AAI3126576
040 $a UnM $c UnM
100 1 $a Hutyra, Jerry Emil. $3 1950864
245 1 0 $a Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses.
300 $a 91 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0907.
500 $a Major Professor: Jeff Allen.
502 $a Thesis (Ed.D.)--University of North Texas, 2004.
520 $a The purpose of this study was to identify and analyze perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses. The literature review focused on defining multiple teaching strategies and identifying and discussing four major perceived barriers to implementing them in the electronics classroom: student, resources, classroom environmental, and teacher training/teaching technology. The targeted population consisted of 150 out of 231 electronics teaching technical and community college department chairs, faculty, and instructors throughout the state of Texas. In actuality, the targeted population's breakdown consisted of 36 full-time electronics teaching department chairs, 96 full-time electronics teaching faculty and instructors, and 18 part-time electronics teaching faculty and instructors who were actively involved in the delivery of instruction in their respective schools.
520 $a Analysis of the data revealed that: (1) there are no significant differences among the perceptions of department chair people, faculty, and instructors toward the four perceived barriers to implementing multiple teaching strategies in a post-secondary electronics program; and (2) there are no significant differences in the perceptions electronics faculty members categorized by years teaching experience toward each of the four perceived barrier categories to implementing multiple teaching strategies in a post-secondary electronics program. However, further research is needed to substantiate what other barriers exist that may have an impact upon utilizing multiple teaching strategies in two-year technical and community college electronics courses.
590 $a School code: 0158.
650 4 $a Education, Vocational. $3 1017499
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Higher. $3 543175
690 $a 0747
690 $a 0710
690 $a 0745
710 2 0 $a University of North Texas. $3 1017396
773 0 $t Dissertation Abstracts International $g 65-03A.
790 1 0 $a Allen, Jeff, $e advisor
790 $a 0158
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3126576