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ERIC Number: ED257483
Record Type: Non-Journal
Publication Date: 1984
Pages: 66
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparison of Various Teaching Philosophies and Qualifications at a Selected Kentucky Community College.
Cantrell, Charles C.
This report presents a discussion of the educational philosophy of community college instructors and provides results of a study of full-time faculty members at Elizabethtown Kentucky Community College (EKCC) conducted to compare the philosophy and values of community college faculty and the implications of the differences among faculty for education in the community colleges. After introductory material discusses the role of the community colleges in Kentucky, chapter 2 provides a review of the literature on community colleges and their instructors, including a discussion of the goals and functions of the colleges, different approaches to teaching among community college faculty, and classifications of instructor types in the colleges. Chapter 3 provides results of a study of 39 of 48 full-time faculty members at EKCC conducted to examine differences in philosophical attitudes and values regarding education among the faculty surveyed. The study results indicated that a much higher percent of female instructors were student-oriented than male instructors; and that the holders of higher degrees were less likely to accept new teaching ideas and were more subject-oriented than their counterparts who did not possess higher degrees. Chapter 4 then provides conclusions drawn from the study, including a questioning of the value of possession of a doctoral degree for community college faculty; a suggestion that the colleges hire faculty who have taken courses in teaching techniques, testing, and technology, and a course in the history and philosophy of the community college; and a classification of faculty into types based on their philosophical orientation toward teaching. The survey instrument is appended. (HB)
Publication Type: Reports - Research; Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A