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11	A Study of Department Chairs in Two-Year Colleges: A Comparison of the 1992 International Community College Chair Survey to Department Chairs in the North Texas Community College Consortium Gallagher, Judith 08 1900 (has links) A study was conducted to gather information from department chairs serving in the 26 two-year colleges that are members of the North Texas Community College Consortium using the International Community College Chair Survey (ICCCS). The ICCCS is designed to gather insights into four aspects of the chairs' professional lives: personal characteristics, responsibilities challenges, and strategies. The study compared the demographic data and the respondents' perceptions of the challenges their units will face in the next 5 years to the original survey conducted in 1992. The regional sample included 616 first-line administrators, and a 30.5% response rate was achieved. The demographic distribution of the regional respondents shows significant shifts in gender, age, education, experience and release time but constancy in race and stability of the population. Similarities between the two samples exist regarding the challenges of maintaining program quality, providing technology, and managing financial issues. The regional sample expresses greater concern about the challenges of distance education, external accountability, and student matters. Departmental chairmen (Universities) Department chairs two-year colleges job challenges
12	Faculty perceptions of music In general studies courses in South Carolina two-year colleges Sprankle, Jason B. 08 April 2016 (has links) Prior research has raised questions about different kinds of Music in General Studies (MGS) courses offered at two-year colleges, but few have addressed faculty perceptions related to student learning outcomes (SLO) and institutional missions. In principle, there is a demand on educational institutions to be accountable for SLOs, but two-year colleges present special accountability problems, because they serve multiple missions within each institution. MGS faculty perspectives can provide baseline data needed to demonstrate the ways in which MGS courses contribute to meeting the needs of students, the community, and the institutional missions. This study serves a broader goal of familiarizing readers with faculty perspectives on music education in two-year colleges. More specifically, it contributes to understanding how student learning outcomes of MGS courses are incorporated in light of blended missions as well as the challenges created by serving blended missions within a single music course. The following questions guide the research and focus on South Carolina, two-year college music faculty perspectives on MGS courses: (1) How do instructors of MGS courses describe the primary learning goals of students enrolled in MGS courses? (2) What student learning outcomes do instructors of MGS courses identify for measurement in their MGS courses? (3) How do the instructors' perceptions shape MGS content, textbook selection, and SLOs? (4) How are student learning outcomes measured in MGS courses? (5) How do instructors of MGS courses perceive the purpose of MGS within the institutional mission of their respective colleges? Following within case and cross case analysis of interview data, findings indicated that participants tended to emphasize "identifying the elements of music using correct terminology" as the most important SLO in MGS courses. All participants considered "performing music" the least important SLO. The majority reported their institutional missions as "blended" (transfer and vocational) and perceived MGS courses to be aligned with institutional missions.   Music education Institutional effectiveness Mission alignment Music appreciation Music in general studies Music in two-year colleges Student learning outcomes
13	Assessing the Validity of a Measure of the Culture of Evidence at Two-Year Colleges Wallace-Pascoe, Dawn Marie 03 September 2013 (has links) No description available. Higher Education Educational Evaluation Educational Tests and Measurements Higher Education Administration Culture of evidence two-year colleges accountability institutional research institutional effectiveness
14	A Study of Perceived Leadership Styles of Vocational Administrators within Two-Year Postsecondary Institutions in Texas Schroeder, Charles Olin 08 1900 (has links) This study investigated effects of selected demographic variables and styles of leadership on the self-perceived leader effectiveness scores of vocational administrators at two-year postsecondary institutions in Texas. Demographic variables were type of institution represented, teaching experience, age, trade experience, administrative experience in vocational education, highest degree earned, institutional enrollment and vocational enrollment. Seventy-eight administrators were mailed copies of the Leader Behavior Analysis II—Self (LBA) and a demographic questionnaire. The LBA contained twenty supervisory situations. Respondents were to select the alternative approach that most closely resembled action they might take. Scoring determined the respondents' primary leadership styles and leader effectiveness scores. One-way analysis of variance was used to determine if selected demographic variables or primary leadership style was significant in determining a difference in their effectiveness scores. Primary leadership style and degree held were significant in determining leader effectiveness scores at alpha .05. It was determined that 84 percent of the administrators completing the questionnaire preferred the supporting style. None of the administrators preferred delegating or directing styles. Recommendations included studies using the LBA with supervisors in associations serviced by the institutions to provide an understanding of relationships between the leadership style of the administrators of training institutions and those of the associations served. Additional studies should be done to ascertain any differences in the self-perception of the administrators' leadership style and perceptions of their subordinates. A final recommendation included the implementation of programs to assist administrators in the utilization of the broader situational leadership approach. vocational education two-year colleges leadership behaviors Leader Behavior Analysis II--Self Leadership.
15	Prospective Zimbabwean "A" Level mathematics teachers' knowledge of the concept of a function Nyikahadzoyi, Maroni Runesu January 2006 (has links) Philosophiae Doctor - PhD / The purpose of the study was to investigate prospective 'A' level mathematics teachers' knowledge of the concept of a function. The study was a case study of six prospective Zimbabwean teachers who were majoring in mathematics with the intention of completing a programme leading to certification as secondary mathematics teachers. At the time of the study the six prospective teachers were in their final year of study. Prospective teachers' knowledge of the concept of a function was assessed through task-based interviews and reflective interviews. These interviews, which were done over a period of three months, were structured to capture the prospective teachers' subject matter knowledge and pedagogical content knowledge for teaching the concept of a function. The interviews were also meant to capture the prospective teachers' underlining pedagogical reasons for their choices of the examples, representations and teaching approaches when planning to teach the concept. As part of the study a theoretical framework for understanding prospective teachers' knowledge of the concept of a function was developed. The framework, which was developed, was used as an analytical tool in analyzing prospective teachers knowledge of the concept of a function. The results of the study indicated that the prospective teachers had a process conception of a function although some of them had given a set-theoretic definition of a function in which a function is perceived as a mathematical object. They also confined the notion of a function to sets of real numbers. Functions defined on other mathematical objects (for example, the differential operator and the determinant function) were not considered as functions by five of the six prospective teachers. Ministry of Education Mathematics National Panel Curriculum Development Unit
16	Durable WAC: A Sustainability Study of Two WAC Programs at Two, Two-Year Colleges Snyder, Timothy D., Dr. 23 August 2022 (has links) No description available. Community College Education Community Colleges Composition Education Philosophy Sustainability Writing Across the Cirriculum WAC Two-Year Colleges Community Colleges Writing Program Administration WPA connected curriculum systems theory sustainable program development
17	Students' Perceived Value of the Community College Experience: A Mixed Methods Study Duncan, Robin A. 08 March 2018 (has links) No description available. Adult Education Behavioral Psychology Behavioral Sciences Behaviorial Sciences Business Administration Business Education Community College Education Community Colleges Continuing Education Education Educational Evaluation Educational Leadership Educational Psychology Educational Sociology Educational Tests and Measurements Educational Theory Education Philosophy Education Policy Higher Education Higher Education Administration Management Marketing Organizational Behavior Organization Theory Perceived Value Service Quality Academic Quality Satisfaction Student Engagement Involvement Student Experience Higher Education Two Year Colleges Community College Students Mixed Methods Regression Factor Analysis Persistence Retention

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