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dc.contributor.advisorMiller Payne, Emily
dc.contributor.authorPavia-Martinez, Mary Helen ( Orcid Icon 0000-0002-1326-3032 )
dc.date.accessioned2020-04-22T21:17:15Z
dc.date.available2020-04-22T21:17:15Z
dc.date.issued2020-05
dc.identifier.citationPavia-Martinez, M. H. (2020). An analysis of community college developmental education faculty members' perceptions of professional development (Unpublished Dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/9679
dc.description.abstractFaculty professional development is an essential component in the fabric of community colleges. Nationwide research studies indicate that students who begin their post-secondary studies underprepared and enrolled in developmental education are less likely to complete a college degree. Developmental education has been under reform for the past few years with the goal of accelerating students’ success and transitioning them into college-level courses. Given the present state of reform, more research is needed on faculty preparation in teaching developmental education, specifically on the role of professional development in preparing faculty in developmental education. Faculty in developmental education are central to the success of students completing a degree or certificate. During this current state of reform in developmental education, professional development represents a probable solution to preparing faculty to provide condensed versions of developmental education course models. This research study examined perceptions of community college faculty in developmental education on professional development. This study utilized a qualitative case study design with the use of focus groups, semi-structured interviews, and surveys. The findings were (a) the majority of participants reported that sharing with other faculty members was beneficial and perceived the sharing of practice with like-minded individuals as a professional development activity, (b) participants’ primary challenges to participating in professional development were limited funding and time away from classroom, and (c) participants expressed apprehension regarding the state of reform in developmental education. Insights from faculty on needs, challenges, and perceptions may enhance the effectiveness, timeliness, and quality of faculty development programs.
dc.formatText
dc.format.extent151 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectDevelopmental education
dc.subjectProfessional development
dc.titleAn Analysis of Community College Developmental Education Faculty Members' Perceptions of Professional Development
txstate.documenttypeDissertation
dc.contributor.committeeMemberHodges, Russ
dc.contributor.committeeMemberSummers, Emily J.
dc.contributor.committeeMemberSalinger, Terry
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineDevelopmental Education
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education
txstate.departmentCurriculum and Instruction


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