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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.

The purpose of this study was to explore the current practices used by secondary educators (special education teachers and guidance counselors) and stand alone career and technical education (CTE) center teachers when working with students with disabilities from home high schools participating in secondary CTE programming. In addition, this study looked at the perceptions that each educational system (high school and secondary CTE) had in regards to need and responsibility when working with these shared students. Participants for this study included CTE teachers and administrators from stand alone CTE centers in the state of Indiana and secondary special education teachers and guidance counselors from high schools feeding into those centers. Study participants were provided a paper/pencil survey and asked to respond to survey questions using both Likert-type scale and forced choice questions. Demographic data were gathered that included gender, age, position, years in position, years in education, and current classroom/service delivery setting. Participants were asked to rate statements regarding the level and types of communication and collaboration that were taking place between CTE teachers and their respective high schools (special education teachers and guidance counselors). The study found that there was inconsistency in the methods that were used to share information about students with disabilities and who was responsible for providing that information. A relatively high percentage of respondents did not have any knowledge about how information was shared. The study also found that many respondents (CTE and secondary educators) did not feel regular communication took place between the two systems in regards to students with disabilities. Overall, this study found that the responses provided by CTE and secondary education (special education teachers and guidance counselors) were varied based upon respondents personal involvement or responsibility. Recommendations are made for both local and state follow-up to investigate how CTE and special education are communicating and collaborating on behalf of students with disabilities. Further research is needed in order to establish and implement more consistent practice and process related to communication and collaboration between CTE and high school personnel (special education). This study was exploratory, designed with a targeted sample (n = 131) that provides important results and useful insight that can be instructive for further conversation and research. / Department of Special Education

Enhancing the cultural diversity of faculty has emerged as a prominent issue in the 1990's. While Black, Hispanic, and American Indians have made incremental gains in terms of their representation in majority institutions, they remain clustered in the lower ranks of the faculty and generally take longer to achieve tenure. Efforts to increase the representation of minority faculty have focused on intensified recruitment, with less attention paid to further career development once a minority individual has achieved faculty status. The research presented herein explores the evaluation, promotion and tenure process of a Research I university to determine the structural and ideological barriers to minority faculty advancement. The research focuses on concepts of merit, excellence, and quality that form the cornerstones to evaluation standards, and the values, attitudes and behavioral expectations that underlie those standards. Using critical theory as the conceptual framework that drives the inquiry, the findings indicate that the pervasive ideology of merit, being universalistic in nature, does not easily accommodate diversity and trivializes racial, class, and gender issues while perpetuating a system of structured inequality.

The purpose of this survey is to determine the educational and professional status of piano teachers in the colleges and universities of the United States. This survey will attempt to evaluate the musical and educational background as well as the professional status of people engaged actively in the teaching profession today.

The purpose of this quantitative study was to determine the current state of community college faculty development program evaluation and identify possible influences on evaluation practices. Data from 184 survey responses and the Integrated Postsecondary Education Data System (IPEDS) were analyzed to answer three research questions. Multiple regression was used to determine if a relationship existed between the dependent/outcome variable (evaluation utilization score) and the independent/predictor variable (accrediting agency affiliation: MSCHE, NEASC, NCA, NWCCU, SACS, and WASC) and/or control variables (institution locale, student FTE, expenses per student FTE, percent spent on instruction, and percent of full-time faculty). Results were not statistically significant, F (12, 163) = 1.176, p = .305. The mean evaluation scores were similar for all six accrediting agencies ranging from 60-69. The rural variable was statistically significant with p = .003 and alpha = .05, but it only accounted for 3.6% of the variance explained. Logistic regression was used to determine if a relationship existed between the dependent/outcome variable (use of evaluation) and the above-specified independent/predictor variable and/or control variables for six faculty development program activities. Results revealed that significant predictor variables for the use of evaluation vary based on the faculty development program activity. Statistically significant predictors were identified for two of the six activities. The percent spent on instruction variable was statistically significant for financial support for attending professional conferences (p = .02; alpha = .05). The NCA affiliation and student FTE variables were statistically significant for orientation for new faculty (p = .007; alpha = .05 and p = .027; alpha = .05 respectively). The analysis of the evaluation methods was conducted using descriptive statistics and frequencies. The most frequently used evaluation methods were questionnaire and verbal feedback. NCA was identified as having the greatest number of institutions using the most frequently used evaluation methods for four of the activities. SACS was identified as having the largest number of institutions using the greatest number of evaluation methods for five of the activities. It was discovered that accrediting agencies with policies regarding faculty development program evaluation practices were not more likely to have higher evaluation utilization scores or utilize evaluation methods more frequently than accrediting agencies without such policies. The study revealed that among community college faculty development programs evaluation practice similarities were more prevalent than differences regardless of accrediting agency affiliation. As a result of this discovery, future research should extend beyond the accrediting agency affiliation emphasis and explore additional influences on institutional decision making processes regarding community college faculty development program evaluation practices.

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