Perceptions of community college adult basic education faculty regarding faculty professional development in Alabama community colleges

Simple item page
dc.contributorKatsinas, Stephen G.
dc.contributorRankin, Kristie R.
dc.contributorDyer, Beverly
dc.contributorWright, Vivian H.
dc.contributor.advisorHardy, David E.
dc.contributor.authorTaylor, Jr., Thomas Jerry
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-02-28T22:22:30Z
dc.date.available2017-02-28T22:22:30Z
dc.date.issued2009
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractFaculty professional development is an integral part of the overall mission of the Adult Basic Education programs that are operated under the auspices of the Alabama Community College System. Since their realignment within the ACCS in 2004, there has been a continual process underway to increase professional development activities at both the local institutional level and at the System level as well. In spite of decreasing budgets, economic challenges, and a deteriorating educational level of the statewide workforce, faculty professional development has never been more critical to the communities where these comprehensive community colleges are located. Through the various levels and assorted types of activities that take place within the Adult Basic Education program mission, faculty members participate under the conceptual premise that participation leads to greater position satisfaction and higher levels of student success. Through this topical area of research and via the survey instrument involved, a primary premise evolved: the premise that faculty members possess their own preferences for the professional development activities in which they choose to participate. When faculty members participate within the types of environments they prefer, under delivery formats where they are most comfortable, and in topical areas where they perceive a real sense of need, true faculty professional development can occur. This professional development can be continual and effective at better enabling faculty members to institute change in their classrooms.en_US
dc.format.extent227 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000163
dc.identifier.otherTaylorJr_alatus_0004D_10195
dc.identifier.urihttps://ir.ua.edu/handle/123456789/669
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectHigher education
dc.subjectEducation, Adult and Continuing
dc.titlePerceptions of community college adult basic education faculty regarding faculty professional development in Alabama community collegesen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineHigher Education Administration
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
file_1.pdf
Size:
965.32 KB
Format:
Adobe Portable Document Format
Download
Collections
Theses and Dissertations
Theses and Dissertations - Department of Educational Leadership, Policy & Technology Studies