Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 103-111). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 288-299). Also available on the Internet.

No description available.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Beverly Bower, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Jan. 13, 2005). Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 2, 2007. Dissertation Committee: Dent Rhodes (chair), Nada Chang, Kenneth Jerich, Marilyn Morey. Includes bibliographical references (leaves 107-113) and abstract. Also available in print.

No description available.

No description available.

Not available / text

Thesis (Ph. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 30, 2006. Dissertation Committee: Edward R. Hines, James C. Palmer (co-chairs), Paul J. Baker, Thomas Campbell. Includes bibliographical references (leaves 182-190) and abstract. Also available in print.

Research on the development of K-12 teachers’ beliefs about and approaches to teaching and learning suggests that exposure to professional development programs can lead to the use of conceptual change strategies that engage students as active participants in the learning process rather than on teacher-centered strategies focused on information transfer. However, within the existing literature on the development of teacher beliefs and approaches to teaching and learning there exists a void of information pertaining to the development of community college instructors’ beliefs and approaches. The purpose of this study was to investigate the relationship between pre-tenure community college instructors’ beliefs about teaching and learning, their approaches to the learning process, and the training they receive via a professional development program specifically established to provide training in teaching methods, pedagogy, curriculum, and/ or instruction. Forty community college instructors going through an established three-year tenure process completed a revised version of the Approaches to Teaching Inventory (ATI-R) created by Trigwell and Prosser (1998). Data analysis revealed that there was no difference in the scores of instructors who had participated in the professional development program on teaching and learning and those instructors who had no exposure to courses that focused on teaching and learning. Further, findings suggest that instructors’ participation in the courses is not related to their beliefs or teaching approaches. iii The findings of this study warrant a closer examination of programs designed to provide higher education instructors with training in pedagogy and instruction. Additionally, the findings present an opportunity for professional development programs to improve current practice.