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Faculty knowledge of adult learning ...

Natale, Ronald D., II.

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Faculty knowledge of adult learning styles as predictors of success in community college preparatory mathematics.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Faculty knowledge of adult learning styles as predictors of success in community college preparatory mathematics./
作者:	Natale, Ronald D., II.
面頁冊數:	74 p.
附註:	Adviser: David S. Honeyman.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3268315
ISBN:	9780549068389

Faculty knowledge of adult learning styles as predictors of success in community college preparatory mathematics.
Natale, Ronald D., II.

Faculty knowledge of adult learning styles as predictors of success in community college preparatory mathematics. - 74 p.

Adviser: David S. Honeyman.

Thesis (Ed.D.)--University of Florida, 2007.

Most community college faculty by headcount are part-time. Because of financial shortfalls faced by community colleges, the demand for part-time faculty has increased steadily over the past 30 years. In the Florida Community College System, there are roughly three part-time faculty for every full-time faculty member.

ISBN: 9780549068389Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Faculty knowledge of adult learning styles as predictors of success in community college preparatory mathematics.
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100 1 $a Natale, Ronald D., II. $3 1269899
245 1 0 $a Faculty knowledge of adult learning styles as predictors of success in community college preparatory mathematics.
300 $a 74 p.
500 $a Adviser: David S. Honeyman.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2282.
502 $a Thesis (Ed.D.)--University of Florida, 2007.
520 $a Most community college faculty by headcount are part-time. Because of financial shortfalls faced by community colleges, the demand for part-time faculty has increased steadily over the past 30 years. In the Florida Community College System, there are roughly three part-time faculty for every full-time faculty member.
520 $a Critics allege that this increasing reliance on part-time instructors impacts the quality of instruction and risks lowering educational quality, yet no evidence exists to support this allegation. There is inconclusive evidence of whether full-time and part-time instructors differ in terms of their use of varied teaching methods in working with adult students, although use of such methods has been shown to be most effective with these students.
520 $a This study investigated the relationship between student persistence in college preparatory mathematics classes and instructor knowledge and application of adult learning principles as established on the Principles of Adult Learning Scale (PALS). Additionally, it investigated the relationship between student persistence in college preparatory mathematics classes and institutional use of part-time faculty.
520 $a This study failed to show a significant difference between full-time and part-time instructors in either their awareness or application of knowledge about adult learning principles and six of the seven subscales; however, there was a statistical difference on subscale 5, Climate Building. The characteristics of climate building are the development of an environment that facilitates learners' exploration, builds self-concept, and develops problem-solving abilities and social skills without fear of failure. Furthermore, there was no significant difference in student persistence or success when taught by full-time or part-time instructors.
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650 4 $a Education, Community College. $3 1018008
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710 2 $a University of Florida. $3 718949
773 0 $t Dissertation Abstracts International $g 68-06A.
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