ERIC Number: ED171191
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
The Latent Functions of Teacher-Improvement Programs in Higher Education.
Jabker, Eugene H.; Halinski, Ronald S.
The possibility that direct participation by faculty in projects to revise curricula and create new instructional media would also generate a more systematic way of thinking about teaching was studied through administration of a questionnaire to faculty at Illinois State University who had received an instructional development program grant. Of the 342 distributed questionnaires, 190 usable responses were obtained. Results suggest that the artist-scientist concept of teaching is not a single dimension: faculty who may have a more theory-based orientation to teaching (as opposed to experience-based) will not necessarily have a more public-based orientation or embrace the notion of standardization. Data are presented on: the results of a factor analysis of three teaching orientations; information on the projects that were undertaken; and results and reactions to the projects. Reevaluation of the role of faculty in the planning and production phases of project design is suggested. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: N/A
Identifiers: Illinois State University
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, 1979)