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ERIC Number: ED454180
Record Type: Non-Journal
Publication Date: 2000
Pages: 9
Abstractor: N/A
Reference Count: N/A
How the Growing Numbers of Part-Time College Faculty Affects Elementary and High School Teachers.
Price, Betsy; Baar, Stephen
This study used data from classroom visits, mentor surveys, and adjunct focus groups at Westminster College, Utah, to determine where part-time college faculty need the most assistance. Results were compared with research about the challenges student and novice teachers encounter in the schools. Just like student and novice teachers, part-time college faculty faced unexpected challenges in classroom management, were uncomfortable handling difficult students, wanted to be liked, and worried about failing students. Unlike many beginning teachers, they had little problem in content knowledge, but they were generally inexperienced in presenting material in a student-centered, interactive environment. The most common questions adjuncts asked emphasized pedagogical issues (how to promote discussion, make classes lively, and assess student learning). Beginning college teachers, like student teachers, often resorted to the same behaviorist teaching methods to which they were exposed during their education. Like school teachers, part-time college faculty did not have enough proficiency in using computers for teaching. The implications of these findings include: there are more opportunities for elementary and high school teachers with advanced degrees to teach on the college level, and there will be a chance to collect more data on teacher development. (Contains 11 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A