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1.
Biology and chemistry instructors at 50 institutions within th North Carolina Community College System were surveyed concerning the types of courses they teach, the diversity of students in their courses, their own academic preparation, how they would have altered their academic preparation for their current position, their preceived value of secondary school teaching in their current position, and additional comments about preparation for teaching in the community college. Personel officers at these institutions were surveyed on degrees they require for hiring biology and chemistry instructors, additional qualifications they seek in instructors, and whether they believe secondary school teaching experience to be of benefit for someone considering a community college teaching position.

Major concerns in hiring an instructor are a stong academic preparation in the teaching field and a second major or minor in a related science field. An additional concern is the ability to address the special needs of the diverse student population found in the community college setting. The instructors suggest that programs in science education can help teachers improve their instructional techniques, and 7 6% of the instructors who have taught in secondary schools indicate that this experience had been beneficial in their community college teaching.  相似文献   

2.

This is the second case study situated within my teaching of two undergraduate courses in the college of education of a large American university. It interrogates social forms that construct pedagogic and literate authority relations between preservice English education students and their teachers. It illustrates how teachers and students can negotiate engagement in critical literacy practice by constructing instructional circumstances that allow preservice teachers to question the kinds of practices that thwart the various aims of critical literacy and pedagogy. This study narrates a "critical incident" as a form of "practice-as-inquiry research", using field-notes, tape recordings, and interviews to describe four moments within the span of an activity that takes its historical antecedent in the work of I.A. Richards. The interpretation and analysis is informed by Pierre Bourdieu's reflexive sociology. The paper argues that teachers' disciplinary and pedagogical knowledge should not be undervalued or denied because with this knowledge comes an ethical responsibility to shape educative experiences for students that open them up to reflection and critique.  相似文献   

3.
ABSTRACT

HBO’s The Wire (2002–2008) is often regarded as one of the best television shows ever aired. Through reiterative viewings and a critical content analysis of the show, Iargue that The Wire should be used as an anchor text in preservice English education courses in order to foster cosmopolitan literacies in preservice English teachers. I offer that viewing The Wire in its entirety, coupled with a bioecological adolescent development frame as well as ethical and moral considerations toward biases toward the Other could offer preservice English teachers the critical space to unpack their biases before entering the classroom. I posit that The Wire could serve to foster the educational cosmopolitanism tenets of criticality, historicity, dialogicity, and reflexivity in future English teachers.  相似文献   

4.
Abstract

This article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community.  相似文献   

5.
Abstract

A study was made to determine whether or not there was a significant correlation between a student’s academic standing in a course and the time when the student withdrew from the course. Students considered withdrawers, rather than dropouts, were those who quit a course before the end of a term but continued in good standing in other courses. In this study of fourteen courses with high withdrawal (W) rates, taught by five different community college teachers, the researcher found that half of all grades assigned were W-grades. The withdrawers resembled the dropouts in the literature in that the time of departure was related to academic standing.  相似文献   

6.
完整的大学英语教学应该包括大学英语翻译教学。目前,我国的高校,尤其是理工科院校的大学英语教学中却未对大学英语翻译教学引起足够的重视。开设翻译选修课可以部分地缓解理工科院校翻译教学需求的矛盾。文章介绍了大学英语翻译教学缺失的主客观原因,论述了理工科高校开设翻译选修课的必然性,最后提出了翻译选修课教学的对策。  相似文献   

7.
Editorial     
Abstract

Based on a recently completed alumni study of 522 graduates at a private college in the northeastern Unites States, this paper presents a model for designing alumni research to assess higher education's effectiveness in preparing graduates for work and life. Results revealed substantial variation in alumni evaluation of their education. While alumni reported a high level of satisfaction with the academic programme and career preparation, their feedback suggests they seek more from their college experience. Results reveal that students who feel a sense of community are more satisfied with their overall college experience and those who are satisfied with their social life are more likely to recommend the college to prospective students.  相似文献   

8.
ABSTRACT

Approximately two-thirds of community college students nationwide are considered to not be ready for the demands of college and are therefore required to enroll in at least one developmental education course. Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students and that developmental courses are time-consuming and often result in delay or prevent the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students acquire the skills that they will need to succeed in college and future employment. It is also important to determine how a student’s experience impacts academic progress, as well as motivation to continue in college credit courses. Unfortunately, a limited amount of research exists on the use of Computer-Assisted Instruction (CAI) in developmental reading courses at the community college level. The purpose of this study was to determine the efficacy of a computer-based reading intervention, MindPlay Virtual Reading Coach, on the reading and spelling achievement of community college students, and to explore whether or not students’ perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling, as well as an increase in reading enjoyment.  相似文献   

9.

The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities.  相似文献   

10.
Abstract

Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities.  相似文献   

11.

Efforts to ameliorate gender disparity in pursuit of science careers in the USA have focused on equalizing girls' participation in pre-college science courses and out-of-school activities. Our examination of nearly 1500 US college students at 16 universities found that gender and preparation both have an impact on success in introductory college physics courses. In terminal, algebra-based physics females perform better than their male classmates. However, in calculus based introductory college physics courses, which are prerequisite to advanced study in many fields, women do significantly worse than their male counterparts with the same background. For both genders, taking a high school course that limits coverage and concentrates more time in in-depth study is associated with better performance in college physics. We conclude that efforts to ensure the success of women entering the physical sciences should concentrate on increasing the depth and reducing the vast coverage of most high school physics courses as well as addressing the apparent bias in college courses that mark the first step in careers within scientific research and engineering.  相似文献   

12.
ABSTRACT

Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.  相似文献   

13.
Abstract

Many postsecondary institutions utilize learning communities to increase social engagement and attachment to the college community. In recent years, these communities have proliferated as part of a trend fueled by low retention and persistence rates, increasing reluctance of 4-year institutions to provide remedial education, and pressure on colleges to be accountable for their outcomes. This article reports the findings of a randomized experiment of a learning communities program that operated in an urban community college. The 1-semester learning community, which focused largely on remedial English, had modest effects on full-time enrollment, the number of courses attempted and passed, remedial English pass rates, and credits earned during the semester in which it operated. Impacts diminished in postprogram semesters.  相似文献   

14.
Abstract

Multipurpose community colleges have a special opportunity for distinction through one of their missions—community development. One southern community college has assessed the similarities and differences of the perceptions of selected community leaders and of the college professional staff concerning the role of the college in community development.

The opinions of both groups were very similar, but the community leaders showed more variation in perceptions. Both groups believed the college should be involved in community development activities, but that the college could meet the needs of individuals better than it could meet community-wide needs. The college professional staff was more opposed to granting academic credit for community development activities such as work experiences of students and continuing education courses than were the community leaders.

As a philosophical approach to community development, both groups preferred the college's approaching community improvement through the organization of a wide spectrum of people concerned with democratic processes, self-help, and educational objectives. This process approach requires professional staff members with organizational, research, survey, and teaching skills to assist the community in working to solve problems.  相似文献   

15.
This study provides an example of one institution's efforts to design coursework that meets the simultaneous challenges of supporting the aims of increasing access to online courses and simultaneously better preparing teachers to work in diverse classrooms. Based on online pre- and post-surveys and monthly open-ended writing prompts administered to students in an introductory teacher preparation course, the study sought to discover students' motivation to select online or blended courses, student perspectives on the benefits and challenges to taking this course online, characteristics of the learning environment that promoted or interfered with students' learning, instructor's perspective of learners' reaction to topics addressing K-12 classroom diversity, and the impact of an online format on students' discussions of issues related to learner diversity. Findings suggest that online courses should include a classroom placement component in which students experience a diverse classroom in order to best prepare students for diverse teaching assignments. Thus, the best online teacher preparation courses maybe those that blend virtual and face-to-face interaction rather than being strictly online.  相似文献   

16.
本研究主要考察英语测试与英语教师教学理念之间的关系。因子分析的结果表明,英语教师教学理念包括教学目的、学习方式、教学方法、师生关系和教师角色5个维度。研究结果表明在教学理念涵盖的5个维度中,教学目的对英语教师教学理念的影响最大;工作处所和年龄是影响英语教师教学理念的重要因素;有海外留学经历的英语教师在教学目的和学习方式两个维度上显著不同;英语专业教师和非英语专业教师在教学目的和教师角色两个维度上存在显著差异;中学英语教师和大学英语教师的教学理念存在显著差异。  相似文献   

17.
This paper describes some of the features of the courses provided at Westminster College, Oxford, a small English institution specialising in teacher education. Within an account of experience gained in the initial design and subsequent revisions of BEd and PGCE courses, a number of issues are identified and related to the national situation.

After a brief discussion of whether a small specialised college is an appropriate environment for teacher education, there follows a more detailed elaboration of the reasons for the institution's decision to adopt a consecutive structure for its Bachelor of Education degree. This leads into an examination of some key aspects of the issues and difficulties which the College has had to tackle in operating and developing its BEd and one‐year Postgraduate Certificate in Education which prepare teachers for the Junior (7‐11), Middle (8‐13) and Secondary (11‐18) age‐ranges. Since these are seen as inherent in all courses of this kind, the discussion places them in the context of wider national debate and other developments in course design and operation that are currently taking place. Questions considered include the balance of studies within courses, the relationship between theory and practice, and the nature and role of school experience.  相似文献   


18.
Abstract

A questionnaire was sent to the presidents of 24 Texas community/junior colleges, 22 of whom responded (91.66%). The five parts of the instrument dealt with specific teacher preparation topics, internships and salaries for the interns, and the number of graduate hours of preparation one should have completed in a discipline in order to teach it.

The respondents endorsed several specific topics for preparation programs, and the majority also supported an internship program. Evidently, the subject matter and activities listed in the questionnaire constitute a workable part of a program to prepare community/junior college teachers. A minimum salary of $450 per month is recommended for an intern required to teach three sections of a specific discipline, and a higher salary is very desirable where possible.  相似文献   

19.

Due to teacher shortages and the need for increased diversity within the teaching profession, there is a renewed interest in the utilization of community colleges for the preparation of P–12 teachers. Various articulation models have been proposed in several states. This case study explores the collaboration between a large, urban community college and a research I university for the preparation of business-education teachers in the state of Ohio. Reasons for the partnership are described, along with the challenges faced and the strategies used to develop a seamless pathway for a true “2 + 2” program for teacher education.  相似文献   

20.
Abstract

The authors compared the average grades given in 165 behavioral and social science courses with the average ratings given by students to the instructors who taught the courses. Significant positive correlations were found between the average ratings for instructional quality and the average grades received by students. The courses in which the average grades were the highest were also those in which students gave teachers the highest ratings. Among possible reasons for the correlations are that better teachers attracted better students or that quality teachers provided more effective instruction, resulting in more student learning and, thus, higher average grades. Another explanation is that most college students tend to bias their ratings of instructional quality in favor of teachers who grade leniently (I. Neath, 1996). If correct, the latter reasoning begins to explain why the widespread use of student evaluations in the United States in recent decades has been accompanied by increases in the average grades that university students received. To prevent grade inflation, and particularly to avoid rewarding and promoting instructors who use increasingly lax grading standards, administrators should adjust student ratings of instructional quality for the average grades given for a course. In general, only courses near the extremely high and low ends in terms of students' average grades were significantly affected by the statistical adjustment.  相似文献   

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