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Dissertations / Theses on the topic 'Teachers' college'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

Speybroeck, James van Hines Edward R. "Post-tenure review of faculty in the private and independent colleges and universities of Iowa." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064526.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 14, 2006. Dissertation Committee: Edward Hines (chair), Patricia H. Klass, John Rugutt, David Strand. Includes bibliographical references (leaves 110-121) and abstract. Also available in print.

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2

Nadler, Elsa G. "The evaluation of research for promotion and tenure an organizational perspective /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=425.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains v, 169 p. Vita. Includes abstract. Includes bibliographical references (p. 140-154).

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3

Holohan, Ronald Hines Edward R. Palmer James C. "The power and professionalism of community college faculty." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720807.

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Thesis (Ph. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 30, 2006. Dissertation Committee: Edward R. Hines, James C. Palmer (co-chairs), Paul J. Baker, Thomas Campbell. Includes bibliographical references (leaves 182-190) and abstract. Also available in print.

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4

Edwards, James Lee. "Connections : things that matter to teachers in small colleges /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733154170888.

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5

Dallimore, Elise J. "The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8228.

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6

Truell, Allen Dean. "Job satisfation of the occupational-technical faculty in the Virginia community college system : an analysis based on Herzberg's motivation-hygiene theory /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170252/.

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7

Zoghi, Cynthia Erfanian. "Labor markets in higher education /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992955.

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8

Teepanont, Nipawan. "A Study of the Perceptions of the Role of Presidents in Teachers Colleges in Northeastern Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331674/.

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The purpose for choosing this study was to compare the perceptions of the role of presidents in teachers colleges in Northeastern Thailand. The study groups included the presidents, the administrative staff, and the teaching faculty within these colleges.

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9

Timm, Linda R. Hines Edward R. "Peer review in promotion and tenure decisions in higher education court decisions, 1984-1990 /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507289.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 22, 2006. Dissertation Committee: Edward R. Hines (chair), Joseph J. Goleash, Douglas H. Lamb, John R. McCarthy, Anita H. Webb-Lupo. Includes bibliographical references (leaves 154-165) and abstract. Also available in print.

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10

Yang, Su-Yu Huang. "Early Childhood Education Students' Perceptions of the Most Important Attributes of Effective College Teachers in Taiwan." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278549/.

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This study proposed (a) to identify the most important attributes of effective college teachers as perceived by students in Taiwan, (b) to investigate the influence of different factors on students' perceived attributes of effective college teachers, and (c) to determine if the students in various Taiwanese teachers colleges differ in their opinions of the most important attributes of effective college teachers. Students identified these factors as attributes of effective college teachers: rapport, effective teaching methods, enthusiasm, fairness, interaction, practical experiences, personality, clarity, and being well-prepared. The fact that sophomore students and freshman students value some factors differently was discovered in this study. In addition, students who have previous teaching experience value all of the important attributes higher than those who do not have teaching experience before they attended teachers colleges.

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11

Ayuwathana, Wanida. "The Differences in Perceived Needs Between Practicing Teachers and College Instructors Concerning Inservice Education Programs in Teachers Colleges in Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331348/.

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The purpose of this study is to identify and compare the perceptions of practicing teachers and college instructors toward four components of inservice education programs: content, organization, format of presentation, and participant involvement in the teachers colleges in Thailand. The comparison is based on the demographic variables of sex, age, educational background, and teaching experience in the institution. The "In-Service Education Attitude Survey" by Yesuratnam, Basimalla at the University of Illinois at Urbana-Champaign, Urbana, Illinois in 1982 was used to gather data for this study. It was distributed to a sample of 380 practicing teachers and college instructors in 19 randomly selected teachers colleges in Thailand; 368 usable instruments were returned (97.15%). The data were treated to produce numbers and percentages. The t tests for two independent samples were computed to determine any statistically significant differences between the respondent groups of practicing teachers and college instructors, and between the practicing elementary and secondary school teachers. The F tests were also utilized to determine any statistically significant differences among the variables of practicing teachers and college instructors.

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12

Zelenski, Lynne. "A group pay incentive program in academe impact on faculty work and attitudes /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Higher, Adult, and Lifelong Education, 2008.
Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 112-116). Also issued in print.

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13

Sun, Xiaocheih. "Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4921.

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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.

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Harvey, Irene Juanita Sass. "The impact of staff development interventions on teaching and learning at a South African Technikon /." Link to the online version, 2005. http://hdl.handle.net/10019/1618.

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15

Kelly, Heather Ann. "Recommendations to improve the validity of the Delaware Faculty Activity Study." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.52 Mb., 193 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220792.

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16

Cognard-Black, Andrew James. "Nice work if you can get it determinants of academic employment and other workplace rewards among new doctorate recipients /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1071587436.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xvi, 230 p.; also includes graphics. Includes abstract and vita. Advisor: Robert L. Kaufman, Dept. of Sociology. Includes bibliographical references (p. 209-214).

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17

Jaffer, Rozmina Akbarali. "Diversity in higher education hiring policies and practices to diversify faculty in the College of Agriculture at a midwestern university /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept of Higher, Adult, Lifelong Education, 2008.
Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 182-194). Also issued in print.

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18

Moxness, Katherine. "Individual instructor's perceptions of teaching context : identifying facilitators and barriers to completion of teaching projects." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38248.

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Frameworks seeking to explain teaching competency and development in higher education indicate that context and personal perspectives, as well as knowledge and action are crucial components in the understanding of how and why faculty teach as they do and how development may be encouraged and may be supported. This study sought to contribute to a deeper understanding of individual instructors' perceptions of context of higher education as it related to their teaching projects. This study investigated the daily pursuits and pre-occupations (teaching goals/projects) of an individual instructor, specifically, the instructional demands, departmental demands, the personal and professional pursuits of knowledge and the pursuits of pedagogical knowledge. More specifically, this study investigated perceived facilitators and barriers to the realization of individual teaching and other work projects.
Nineteen full-time faculty members in the Departments of Physiotherapy, Occupational therapy, Nursing, Social Work, Educational Psychology and Education at a large research and teaching university in Montreal, Quebec participated in this study. The instructors were asked to complete an adapted version of Little's (1983) Personal Project Analysis (P.P.A.) instrument, which is designed to elicit an instructor's current pre-occupations or projects in his or her current context. The instructors were asked to rate these projects (seven teaching projects and seven other work projects) using a Likert scale (0 to 10) on twenty-one empirically supported dimensions. These dimensions included the following: enjoyment, difficulty, control, initiative, stress, time pressure, outcome, self-identity, others' view, value congruency, challenge, commitment, competence, support, self-worth, fun, others' benefit, self-benefit, supportiveness of culture (departmental level), hindrance of culture (departmental level), and overall current satisfaction. Instructors were asked to assess their perceived conflicts between two of their teaching projects and two of their other work projects in addition to completing a demographic questionnaire.
The findings indicate that instructors identified five different types of daily pursuits that formed and defined their teaching context, as they perceived it. These five types of daily pursuits (projects) included: course planning and preparation projects; student investment, support and delegation of tasks to student projects; knowledge building and knowledge sharing projects; committees, faculty support and faculty teaching projects; and finally, teaching strategy projects. The instructors also identified five different types of daily pursuits that formed and defined their other work context. These included: publishing, conference presentation and research projects; grant proposals and funding projects; office organization projects; correspondence, university committees, outside mandates, departmental expectations and management of student and faculty projects; and finally, personal objectives and technical skill building projects.
P.P.A. enabled the researcher to identify on an individual instructor level the instructor's perceived facilitators and barriers to the successful completion of teaching and other work projects. Furthermore, P.P.A. as a faculty development instrument or as an alternative to semi-structured interview methods is supported by the findings.

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19

Karoonlanjakorn, Suthep. "Job Satisfaction Among Faculty Members at Non-Metropolitan Teachers Colleges in Central Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331543/.

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The Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood (1973) was employed in this study to determine what significant differences and level of faculty job satisfaction existed on each facet of job satisfaction and in overall job satisfaction among faculty members at non-metropolitan teachers colleges in central Thailand. The results of this study were compared with the findings of Vatthaisong (1982) in a similar study of faculty members at teachers colleges in northeast Thailand. The instrument consists of two parts: the first part includes seven demographic items, and the second part has 68 items and uses a six-point rating scale for ten facets of job satisfaction, including one-single item of overall satisfaction. A sample of 288 faculty members at non-metropolitan teachers colleges in central Thailand was randomly selected. A total of 253 faculty members or 87.85 percent of the sample participated in this study. Frequencies, percentages, means, one-way ANOVA, and two-way ANOVA were used for analyses. The level of significance was set at .05. The Scheffe method for post hoc comparison was adopted following one-way ANOVA.

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20

Yang, Ji-Chyuan. "The Expectations of Pre-Student Teachers, Cooperating Teachers, and College Supervisors for Early Field Experiences at Teachers Colleges in Taiwan." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc278010/.

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The first purpose of this study was to identify the expectations of pre-student teachers, cooperating teachers, and college supervisors regarding early field experiences. A second purpose was to determine the respective roles of cooperating teachers and college supervisors for providing guidance of early field experiences. The third purpose was to determine alikenesses and differences among the respective participants' perceptions regarding early field experiences.

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21

Pearce, Jane. "Teacher identity in university classrooms: reflexivity and professional learning." Thesis, Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/251/.

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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.

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Pearce, Jane. "Teacher identity in university classrooms : reflexivity and professional learning /." Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/251/.

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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.

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Broadhurst, Amy L. "Bridging the gap between policies and perceptions evaluating faculty service in the Department of Plant and Soil Sciences (Delaware) /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.29 Mb., p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220633.

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24

Wright, Quentin Newsom Ron. "Factors affecting African American faculty job satisfaction at a historically black university and a predominantly white institution." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9819.

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25

Ye, Xiaojin. "Grading criteria of college algebra teachers." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/11998.

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Master of Science
Department of Mathematics
Andrew G. Bennett
The purpose of my research is to identify what features of a graph are important for college teachers with the intention of eventually developing a system by which a machine can recognize those features. In particular, I identify the features that college algebra teachers look at when grading graphs of lines and how much disagreement there is in the relative importance graders assign to each feature. In the process, eleven students from college algebra classes were interviewed and asked to graph six linear functions of varying difficulty. Eleven experienced college algebra graders were asked to grade the selected graphs, and interviewed to clarify what features of the graphs were important to them in grading. Altogether, a general grading rule appears to be: slope is worth 4 points, y-intercept is worth 4 points, labeling of intercepts, points and graph is worth 1 point. After that, add 1 point if everything is correct. All graders considered slope and y-intercept to be very important. Only some of them considered labeling to be important. Anything else was a matter of a single point adjustment. Furthermore, the graders judged slope and intercept from two points(the y-intercept and the first point to the right). Returning to the students’ work, I saw that the students also placed extra importance on points to the right of the y-axis. I conclude that this grading style may have a role in students’ learning to think only about two points in a line (but nothing else), and that replicating human grading may not be the best use of machine grading.

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26

Foster, Devona L. King Kimberly Lenease. "A comparision of faculty perceptions of campus climate at a predominately White institution." Auburn, Ala, 2009. http://hdl.handle.net/10415/1680.

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27

Duru, Canice Chuma. "A study of factors influencing job satisfaction among faculty members at degree-granting colleges of education in Nigeria." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332621/.

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The purpose of this study was to analyze the job satisfaction among the faculty members of degree-granting colleges of education in Nigeria. The study was based on the six subsections of the Job Descriptive Index developed by Smith and associates: present work, pay, promotion, supervision, coworkers and job in general.

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Bodily, Brett Hogan Fulton-Calkins Patsy. "Perceptions of faculty development a study of a North Texas community college /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9793.

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O'Meara, Kevin T. "Characteristics of effective teachers in the Air Force's Squadron Officer College." Auburn, Ala., 2007. http://handle.dtic.mil/100.2/ADA470317.

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Harris, Allatia Ann. "The role exit process of community college faculty : a study of faculty retirements." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037020.

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Gutierrez, Shellie. "Factors influencing community college students' educational attainment as future teachers." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/215.

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Tillman, Rosemarie. "The communication of collegiality : an examination of advice faculty give incoming faculty /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232428461&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-121). Also available for download via the World Wide Web; free to University of Oregon users.

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Dickson, Verna Josephine. "Faculty development in the university setting perspectives and practices /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2006. http://etd.umsl.edu/r1401.

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Kyger, Betty L. Hines Edward R. Piland William E. "An investigation of the evaluation of faculty development practices in Illinois community colleges." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514776.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 8, 2005. Dissertation Committee: Edward Hines, William Piland (co-chairs), Sally Pancrazio, David Pierce, Rodney Riegle. Includes bibliographical references (leaves 155-159) and abstract. Also available in print.

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Mathis, Saralyn Grenga. "The relationship of leadership frame use of departmental chairs to faculty job satisfaction as perceived by selected departmental faculty members." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=535.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains viii, 125 p. Vita. Includes abstract. Includes bibliographical references (p. 86-108).

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Ward, Beverley Lorraine. "The female professor: a rare Australian species, the who and how." Thesis, Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. https://researchrepository.murdoch.edu.au/id/eprint/387/.

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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'? A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection. The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.

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Ward, Beverley Lorraine. "The female professor : a rare Australian species, the who and how /." Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/387/.

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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'? A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection. The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.

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Chapman, Brian G. "Minority faculty recruitment in community colleges : Commitment, attitudes, beliefs, and perceptions of chief academic officers /." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008257.

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Balam, Esenc Meric Shannon David M. "Professors' teaching effectiveness in relation to self-efficacy beliefs and perceptions of student rating myths." Auburn, Ala., 2006. http://hdl.handle.net/10415/1320.

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Ho, Suk-ping Angela. "Changing teachers' conceptions of teaching as an approach to enhancing teaching and learning in tertiary education /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263508.

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Poon, Tat Hong. "Community college students' perceptions of effective teachers." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.617597.

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This mixed-methods study investigates community college students' perceptions of effective Teachers. This issue is critical as self-financing institutions which rely on students for their income may often fail to meet the needs and preference of their students due to a mismatch of both parties' perceptions of what constitutes an effective teacher. The study was conducted in two phases. In phase one, 468 students from a local community college were surveyed with the aid of the Teacher Behaviors Checklist (TBC) which asked them to identify factors that they believed to be most important for effective teachers. The quantitative data were collected and analyzed using descriptive statistics and statistical correlation. In phase two of the study, 18 recent graduates from the same community college were interviewed to gain a more detailed understanding of their perceptions concerning the most important characteristics for effective teachers. The qualitative data were analyzed using thematic analysis. The purpose of adopting more than one approach was to triangulate the findings ,obtained in this study and to follow up general statements which arose from the questioill13ire in more detail. Firstly, the results of this study generally supported the findings of Buskist et. a1. (2002) and Schaeffer et. al. (2003) by identifying the following as being the most important attributes of an effective teacher: knowledgeable about subject matter; effective communicators; and enthusiastic about teaching and their topics. In addition, being creative and interesting; well prepared; flexible/open-minded; approachable; having realistic expectations; providing constructive feedback; and presenting current information were also shown to be important behaviours of an effective teacher. The study revealed some evidence that the social and cultural backgrounds of the students could affect their perceptions. Secondly, results obtained from thematic analysis of the interview data suggested that the characteristics of effective teachers could be classified into four main themes: Technical skills, or the ability to deliver the subject content, and to make it feasible for the students to learn; Human skills, or the ability to interact with students and to build trust and assurance. These were seen as essential to motivate students and create their desirability to learn. A third theme included Knowledge skills, or the ability to organise, package-and then pitch the materials at the correct level for the students. The final theme, Social calibre or status refers to the academic or professional qualifications, research record and physical appearance of the teacher. Teachers who possess characteristics within these four themes were said to construct the proper learning environment that could facilitate students' learning and create an enjoyable learning experience. However, there was some evidence that this process was modulated by contextual factors which include gender, programme of study, trust-assurance and the reliance of individual students. These findings, therefore, argue that students emphasized both teaching competence and the ability to bu~1d relationships as being the most important characteristics of effective teachers. This being the case, trainers and administrators would be advised to prioritize these attributes in relation to the training and recruitment of teaching staff in community colleges within Hong Kong.

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Majewska, Izabela Agata. "College Teachers' Perceptions about Teaching Global Competency." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5750.

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National and international organizations emphasize the importance of teaching global competence in American higher education as a way of preparing students for the rigors of a globalized workforce. Lack of nation-wide educational initiatives aimed at providing institutional guidelines for assessing international relations (IR) courses for this skill acquisition requires colleges to rely on their own resources and ingenuity. Presently, no course assessment methods for gauging global competency attainment exist at Florida College. The purpose of this study was to investigate faculty perceptions of instruction and learning of global competence. Mezirow's transformative learning theory was the conceptual framework that guided this study. The research questions for this study focused on teachers' perceptions of global competence instruction and student skill acquisition, their perceptions of the effectiveness of the INR 2002 Introduction to International Relations course in student global competence learning, and course advantages and disadvantages. An explorative case study design was used to capture the insights of 5 INR 2002 instructors, who have taught the course within the last three years, through individual 45-60-minute interviews. Thematic analysis was used to analyze the gathered data. INR 2002 teachers expressed moderate to high course effectiveness articulating a need for course improvement. The recommendations included the following: (a) create a departmental definition of global competence, (b) employ more classroom discussions into teaching IR, and (c) publish an international IR textbook communally working with non-American universities. This study may impact positive social change by supporting teachers' and administrators' efforts to advance the course curriculum to better equip students with knowledge, skills, and abilities needed for their professional futures.

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Refe, Rymarczyk Jo-Michele. "College Teachers' Perceptions of Technology Professional Development." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6654.

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Community college faculty need to learn and understand the technology that is available in their classrooms so that they can teach students how to use these tools. Professional development workshops are one way that faculty members acquire knowledge of classroom technology. However, little is known about the usefulness of technology professional development workshops using active learning in a community college setting as a development option. The purpose of this qualitative study was to identify faculty members' perceptions and beliefs regarding technology professional development that incorporated active learning as a learning method. The conceptual framework included the concepts of transformative and active learning. Participants for this study included 5 faculty drawn from full-time, part-time, and adjunct faculty who registered for a technology professional development workshop featuring active learning at a community college in the U.S. Midwest. Data sources included interviews conducted before and after the workshop. Data were analyzed using NVivo software and inductive coding to identify patterns and themes. The findings of this study indicated that faculty prefer active learning to self-study or problem-based learning when learning technology because of the collaboration available within the workshop setting. This study contributes to social change because it provides insights on how teachers believe they best learn technology. Educational leaders can use this knowledge to maximize quality in future technology trainings.

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Valladares, Siomara Evelin. "Challenges in the tenure process the experiences of faculty of color who conduct social science, race-based academic work /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1320974511&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Hamblin, Carolyn J. "How Arizona Community College Teachers Go About Learning to Teach." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4283.

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This mixed-method study used a survey and semistructured interviews to learn how new Arizona community college teachers learned to teach, how available certain learning experiences and effective professional development activities were, how valuable teachers perceived those learning experiences and activities to be, and if there were any factors that underlie how new community college teachers learned to teach. The survey questioned whether 26 learning experiences were available to new community college teachers, and whether they had participated in professional development activities conducted using critical reflection, peer group conferencing, professional development cases, and active learning. All of these activities were available to the majority of new teachers except for professional development cases, which were available to only 38% of respondents. The perception of these community college teachers was that active learning, critical reflection, and peer group conferencing were more valuable than other more typical faculty development activities. The researcher expected that professional development cases would be rated more highly than typical faculty development activities; however, the survey respondents who reported participating in professional development cases rated them as equally valuable to other faculty development activities, but not higher. The researcher discovered six factors that underlie the process new Arizona community college teachers used to learn to teach. They were guidance from others, receptive communications, formalized teacher training, personal resources, experimentation and reflection, and student perspective. The process that new Arizona community college teachers used to learn to teach can be explained by the adult learning theory of transformative learning. They valued learning experiences that were reflective and applicable to the classroom. They benefitted from professional development activities that used the principles of transformative learning theory such as active learning, critical reflection, and peer group conferencing. Learning to teach was a process that included challenging and changing their assumptions about what happens in a community college classroom. They adjusted their assumptions and their teaching behaviors with time and experience.

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Fung, Suk-kam Wendy, and 馮淑琴. "A study of the relationships between school teachers and college student teachers in the practicum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956397.

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Peters, Carolyn J. Rhodes Dent. "An assessment template for introductory college biological laboratory manuals." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152531&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178116677&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 2, 2007. Dissertation Committee: Dent Rhodes (chair), Nada Chang, Kenneth Jerich, Marilyn Morey. Includes bibliographical references (leaves 107-113) and abstract. Also available in print.

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Khai, Kham Khan. "Increasing knowledge of teaching and learning for the faculty members of Southeast Asia Bible College in Myanmar /." Free full text is available to ORU patrons only; click to view, 2007. http://proquest.umi.com/pqdweb?did=1706818071&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Weaver, Susan J. Marnell. "The relationship between administrators' perceptions of part-time faculty and utilization of part-time faculty at West Virginia public and private colleges and universities." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1684.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 90 p. Vita. Includes abstract. Includes bibliographical references (p. 69-82).

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McKenzie, Jo A. "Variation and change in university teachers' ways of experiencing teaching /." Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040726.154757/index.html.

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