![Implications of the One-stage Career for Community College Faculty [microform] PDF](https://books.google.com/books/content/images/frontcover/mRManQEACAAJ?fife=w150-h200)
Author: Corrinne CaldwellPublisher: Ann Arbor, Mich. : University Microfilms International
ISBN:
Category :
Languages : en
Pages : 416
Book Description
Implications of the One-stage Career for Community College Faculty [microform]
![Implications of the One-stage Career for Community College Faculty [microform] PDF](https://books.google.com/books/content/images/frontcover/mRManQEACAAJ?fife=w80-h100)
Author: Corrinne CaldwellPublisher: Ann Arbor, Mich. : University Microfilms International
ISBN:
Category :
Languages : en
Pages : 416
Book Description
Research in Education
Author: Community College Teacher Preparation for Diverse Geographies
Author: Mark M. D'AmicoPublisher: IAP
ISBN: 1641136499
Category : Education
Languages : en
Pages : 201
Book Description
Community colleges serve as the open door to higher education for marginalized, place bound, and/or financially challenged students and communities. One of the key ways marginalization occurs in diverse geographies is through access limitations: access to affordable postsecondary education, access to curricula that lead to viable professions, access to diverse educational role models, and access to employment opportunities that can sustain communities. This underscores the importance of understanding “place” when addressing access and equity in higher education and the role of community colleges. The discussion of access and equity through the community college has implications for teacher education. Considering the documented importance of having a diverse teacher workforce in K-12 schools and the current mismatch between the diversity of students and the teachers in their schools, community colleges have a significant role to play. This book explores many topics related to the community college role in K-12 teacher education, including the community college mission, the policy landscape, partnerships, the transfer function, the community college baccalaureate, and others. Throughout the volume, the authors explore implications of access, equity, and geography and conclude with recommendations to guide future research and practice.
Canadiana
Author: Mentoring and Career Stages and the Effect on Adjunct Faculty Job Satisfaction and Organizational Commitment in Community Colleges
Author: Cheryl Ann DollPublisher:
ISBN:
Category : Education
Languages : en
Pages : 194
Book Description
A Qualitative Study of the Professional Growth of Mid-career Community College Faculty
Author: Charles J. M. CrawfordPublisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 178
Book Description
The purpose of this study is to explore experiences of professional growth for mid-career community college faculty. The research question that guided the study is: How do community college faculty members experience professional growth at mid- career? The research design included an interpretive social science methodology and phenomenological method. Nine mid-career community college faculty, identified as being engaged and active in their professional role, participated through in-depth interviews. Profiles of the participants in their own words were presented to reflect on their early career experiences, and themes were presented as they emerged from the data as participants talked about their experiences of professional growth. Themes emerged in the areas of: (1) experiences of professional growth; (2) how faculty made meaning of these experiences; and (3) how faculty experienced support for their growth. Faculty interviewed for this study were active in campus leadership and governance and in pursuing professional development opportunities. They demonstrated a high degree of engagement in student learning and improving instruction. They were thoughtful about their experiences, reflecting on diversity as one of the strengths of their institution and engaging in a self-reflective post-tenure process. They also experienced a high level of support from administrators and colleagues. By voicing the professional growth experiences of highly engaged faculty at an important career stage, this study offers implications for practice for faculty, administrators, and policy makers concerned with faculty, instructional, and organizational development.
Directory of Library Research & Demonstration Projects, 1966-1975
Author: United States. Office of Libraries and Learning ResourcesPublisher:
ISBN:
Category : Education
Languages : en
Pages : 132
Book Description
Resources in Education
Author: Effects of Technology, Professional Development, Administrative Support and Community College Faculty Career Preparation on Faculty's Job Satisfaction in a Mid-Atlantic Community College
Author: Claire Smith (L.)Publisher:
ISBN:
Category : Administrative Support
Languages : en
Pages : 116
Book Description
To Jump Or Not to Jump
Author: Alketa WojcikPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Studies have sounded the alarm concerning the impending void of leadership that community colleges will face in the 21st century. One concern is that the pool of applicants from the traditional leadership pathway of existing community college faculty members has decreased dramatically in the past decade. This study explored faculty perceptions of the administration positions in California community colleges and their desire and willingness to step into these roles. The study also looked at the impact of the underlying issues associated with the motivation for life-work balance on the likelihood of community college faculty to apply for administrative positions. This study was conducted through a mixed-method design involving quantitative and qualitative data collection. A survey was sent to all tenured and tenure-track faculty at community colleges in San Diego County, California. There were 341 participants who completed the survey, yielding a response rate of 22.7%. The first research question sought to explore faculty's perceptions of the administration positions at California community colleges and their desire to step into those roles. Three themes emerged in analyzing the responses of why faculty consider going into administration: (1) improve the system or college; make a difference, (2) personal growth and challenge, and (3) salary and/or benefits. In addition, five main themes emerged from reasons why faculty would not consider jumping into administration: (1) workload, stress, and lack of flexibility for family time; (2) lack of job satisfaction due to bureaucracy, incompetent colleagues, or system; (3) love of teaching and profession; (4) lack of job security; and (5) going to the "dark" side. The second research question sought to explore to what extent motivators for life-work balance affect the decision of California community college faculty to leap to administration. The motivators for life-work balance do influence the faculty in the decision to jump into administration; however, there was no significant difference between Generation X and the baby boom generation's belief in achieving the balance. The study concludes with recommendations to community college administrators, board of trustees and faculty