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Reflective Conversations: Exploring Faculty’S Perceptions Of Reflection To Enhance Teaching Effectiveness, Jonna Lynn Myers
Reflective Conversations: Exploring Faculty’S Perceptions Of Reflection To Enhance Teaching Effectiveness, Jonna Lynn Myers
Graduate Theses and Dissertations
The purpose of this pragmatic qualitative research study is to examine the impact of a faculty development program’s reflection component on teaching effectiveness as perceived by the faculty participants. This study utilizes Schön’s (1983) reflective practice, which calls professionals to move from the technical rationality position of development and practice (theoretical and detached) into a reflective position (practical and applicable). Schön contends that this movement occurs by focusing on reflection in the forms of reflection-in-action, reflection-on-action, and reflective conversations. This study specifically examines the reflection component embedded into the inaugural class of the Excellence in Teaching Program (ETP) at pseudonymous …
Faculty Perception Of Inclusive Instruction At Three South-Central Community Colleges, Karen R. O'Donohoe
Faculty Perception Of Inclusive Instruction At Three South-Central Community Colleges, Karen R. O'Donohoe
Graduate Theses and Dissertations
Enrollment rates for student with disabilities in higher education continue to rise, particularly in 2-year colleges, but graduation rates have not kept pace due to barriers not addressed by traditional disability supports (Black et al., 2014; NCES, 2019; Smedema et al., 2015). Inclusive instruction is a low-cost, high-impact solution that can be implemented on any campus (Black et al., 2014; Lombardi et al., 2013; Roberts et al., 2011). This quantitative study utilized a cross-sectional descriptive non-experimental research design that explored faculty self-reported attitudes and actions associated with inclusive instruction at three of the largest degree-granting, two-year institutions in a single …