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Roueche, John E. – Community College Review, 1981
Argues that affective development is critical to successful learning. Presents a developmental model based on the premise that teachers can understand students' feelings by observing classroom behaviors. Describes the behaviors corresponding to the attending, receiving, responding, valuing, and commitment stages of affective development and…
Descriptors: Affective Behavior, Individual Development, Postsecondary Education, Student Behavior
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Hunter, John O. – Community College Review, 1982
Argues against mechanistic models of teacher evaluation and proposes an organic model based on Dewey's principles. Asserts that teaching, as an art, should be approached as experience and create a dynamic, ordered, aesthetic, and moral environment. Views the teacher's fundamental role as unchanged by technological advances. (WL)
Descriptors: College Faculty, Postsecondary Education, Student Evaluation of Teacher Performance, Teacher Attitudes
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Barwick, Joseph T. – Community College Review, 1980
Discusses the need for staff development programs which prepare faculty both professionally and psychologically for the changing educational environment of the 1980s. Presents a taxonomy of staff development activities designed to update subject matter skills and to improve affective areas such as attitudes about self, work, and the institution.…
Descriptors: Affective Objectives, Cognitive Objectives, College Faculty, Community Colleges
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Galbraith, Michael W.; Shedd, Perry E. – Community College Review, 1990
Identifies barriers to the improved effectiveness of adjunct faculty teaching of adult learners. Addresses three categories of skills and attributes essential for the adult educator: interpersonal skills, instructional planning skills, and teaching and learning transaction skills. Considers on-the-job training, in-service training, and graduate…
Descriptors: Adjunct Faculty, Adult Educators, Adult Students, Community Colleges
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Mahaffey, Jean; Welsh, Michael F. – Community College Review, 1993
Describes a study of the effects of engaging in scholarship on faculty vitality at Midlands Technical College (South Carolina), focusing on the impact on faculty teaching skills, job satisfaction, and personal growth. Concludes that more faculty valued scholarship than engaged in it and that scholarly activity positively influenced teaching. (MAB)
Descriptors: College Faculty, Community Colleges, Professional Development, Recognition (Achievement)