Literaturnachweis - Detailanzeige
| Autor/in | Zhu, Xiwei |
|---|---|
| Titel | Developing Community College Faculty toward Inclusive Approaches to Teaching: Institutional Support, Pedagogical Transpiration, and Faculty Assets |
| Quelle | (2023), (184 Seiten)
PDF als Volltext Ph.D. Dissertation, The University of Wisconsin - Madison |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-2064-9 |
| Schlagwörter | Hochschulschrift; Dissertation; College Faculty; Community Colleges; Inclusion; Faculty Development; Teaching Methods; Learning; Mathematics Teachers; Mathematics Instruction; Teacher Attitudes; Barriers; Diversity |
| Abstract | Following a 3-study format, this multi-methods dissertation investigates three prominent issues surrounding inclusive approaches to faculty development, instructional approaches, and student learning in the community college. The first study employs text mining techniques to examine how centers for teaching and learning at community colleges articulate their mission statements. The results show that, while these centers' mission statements are positively communicated, they do not place enough emphasis on diversity, equity, and inclusion. Nor do they describe sufficient support for part-time faculty. The second study draws on structural equation modeling applied to survey data to explore the relationship among community college math faculty participation in professional development, teaching practices, and student momentum. The results show that professional development participation is related to adoption of high-impact practices such as contextualization, which connects to improved student outcomes. The third study examines how community college faculty define and engage in inclusive teaching practices based on qualitative interviews. This inquiry reveals faculty commitment to inclusive teaching while highlighting the tensions and conflicts that they negotiate in aligning their sensemaking and actions. Findings underscore the need for supporting faculty development opportunities that facilitate change while actively engaging faculty assumptions and beliefs as vital assets in their development toward teaching inclusively. Overall, this dissertation pinpoints the need for increased attention to diversity, equity, and inclusion in the mission statements of community college centers for teaching and learning. The study also underscores the positive link between professional development on teaching practices and student outcomes, while recognizing the challenges and tensions that arise in defining and implementing inclusive teaching practices. Taken together, this dissertation's results call on institutions to provide resources and support structures that empower faculty to engage with the challenges and rewards of inclusive teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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