ERIC Number: ED479091
Record Type: RIE
Publication Date: 2002
Community College Teacher Development: Focusing upon New Teachers to Improve Student Outcomes.
Simpson, Robert Gerald
This dissertation examines the following questions: (1) What are the characteristics and teaching practices of faculty that lead to higher student outcomes? (2) How do community colleges effectively support the efforts of faculty, who are successful in producing high student outcomes? (3) How can this knowledge be incorporated into an effective program of teacher development in support of newly appointed community college teachers? The author utilizes Action Research (Stringer, 1999), a dynamic systems improvement process that incorporates the real life experiences and perspectives of participants as critical components of the improvement effort. 1995 data from the Chancellor's Office for the California Community Colleges confirms that only 6% of enrolled students earned degrees or certificates. The author argues that the overwhelming majority of students aim to transfer to a four-year institution, and that the community college is not serving their needs. In the fall of 1995, student success rate for all disciplines was 66.7%. System-wide efforts aimed at improving success rates have had little impact. Evidence suggests that teaching is not sufficiently supported. This dissertation argues that the current teacher evaluation process does not provide a useful forum for self-reflection and change. This study relies on quantitative and qualitative data, and includes results of interviews with 24 teachers and 24 administrators. Research instruments appended. (Contains 95 references.) (NB)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Information Analyses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Dissertation submitted to the University of California, Los Angeles, for Ed.D. in Education.