Faculty Perceptions of Professional Development Activities in Solano County, California High Schools and Community College PDF Download

Author: Geraldine Williams
Publisher:
ISBN:
Category :
Languages : en
Pages : 120

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Author: California. Department of Education. Professional Development Task Force
Publisher: Hippocrene Books
ISBN:
Category : Professional education
Languages : en
Pages : 96

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Author: Mary Helen Pavia Martinez
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 280

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Book Description
Faculty professional development is an essential component in the fabric of community colleges. Nationwide research studies indicate that students who begin their post-secondary studies underprepared and enrolled in developmental education are less likely to complete a college degree. Developmental education has been under reform for the past few years with the goal of accelerating students' success and transitioning them into college-level courses. Given the present state of reform, more research is needed on faculty preparation in teaching developmental education, specifically on the role of professional development in preparing faculty in developmental education. Faculty in developmental education are central to the success of students completing a degree or certificate. During this current state of reform in developmental education, professional development represents a probable solution to preparing faculty to provide condensed versions of developmental education course models. This research study examined perceptions of community college faculty in developmental education on professional development. This study utilized a qualitative case study design with the use of focus groups, semi-structured interviews, and surveys. The findings were (a) the majority of participants reported that sharing with other faculty members was beneficial and perceived the sharing of practice with like-minded individuals as a professional development activity, (b) participants' primary challenges to participating in professional development were limited funding and time away from classroom, and (c) participants expressed apprehension regarding the state of reform in developmental education. Insights from faculty on needs, challenges, and perceptions may enhance the effectiveness, timeliness, and quality of faculty development programs.

Author: Vauncille Braddy Jones
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 1302

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Author: California. Legislature. Joint Committee to Develop a Master Plan for Education-Kindergarten Through University. Professional Personnel Development Working Group
Publisher:
ISBN:
Category : Educational planning
Languages : en
Pages : 56

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Author: Marcia Dean Watford Williams
Publisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 202

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 602

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Author: Bridget Maguire
Publisher:
ISBN:
Category :
Languages : en
Pages : 41

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The purpose of this study is to examine teacher perceptions of professional development in private Catholic schools. The participants were a group of four hundred seventy-four educators from forty-three schools in a large Catholic diocese in southern California. The data was collected, analyzed, and compared to research found in the existing literature to determine the best forms of support and continued learning for teachers. Ultimately, this study provides an outline of different types of teacher support, along with teacher perceptions about professional learning. The types of teacher support included in this study are: (1) support through resources, (2) support from administration, and (3) collaborative support. In addition to administrators providing formal professional development, collaboration time, and adequate resources for teachers, this study suggests that educators will also benefit from frequent observations and feedback.

Author: Maria Elena Clinton
Publisher:
ISBN:
Category :
Languages : en
Pages : 121

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Faculty involvement in institutional governance has come to represent the norm within higher educational institutions. Community college faculty members' role in institutional governance has not been the major focus for studies. Currently, faculty members from Liberal Arts (LAC) programs represent about 70 percent of the faculty in California community colleges; they also represent the largest percentage (88) of academic senate presidents. By comparison, approximately 30 percent of Career and Technical Education (CTE) faculty represent only 12 percent of the academic senate presidents in 2012. This study identified and explored the differences between LAC and CTE faculty perceptions of their values and roles regarding their involvement in the academic senate and shared governance process at their institutions. In addition, the study also identified and explored the notable differences and similarities between LAC and CTE disciplined full-time faculty member's perceptions of incentives and disincentives regarding running for Academic Senate president. The qualitative research design was used to interview and study Liberal Arts (LAC) and Career Technical Education (CTE) full-time tenured and tenured-track California community college faculty members at two community colleges located in one Southern California college district. The researcher discovered that the majority of the CTE participants did not feel as though the academic senate or college valued their discipline or discipline expertise. In stark contrast, the majority of LAC participants did believe that the academic senate and college valued their discipline and discipline expertise. The study identified that LAC and CTE participants share more similarities when it comes to the identification and perception of disincentives. Although LAC and CTE participants identified the same incentives, they had differing perceptions of the exact meaning or motivation behind them. More research is needed in this area of study if community colleges want to continue to have faculty from all representative disciplines participate in shared governance at their colleges. If these areas are not thoroughly explored, there will be a continued lack of participation from faculty, especially CTE faculty.

Author: California Postsecondary Education Commission. Policy Development Committee
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 34

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