How Professionalized Is College Teaching? [electronic resource] : Norms and the Ideal of Service. ASHE Annual Meeting Paper / John M. Braxton and Alan E. Bayer.
This study examined the behavioral expectations and norms for college and university faculty particularly whether they varied with respect to the level of commitment to teaching at different institutions and in different disciplines. A cluster sampling design was used to select a random sample of th...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1992.
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MARC
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| 100 | 1 | |a Braxton, John M. | |
| 245 | 1 | 0 | |a How Professionalized Is College Teaching? |h [electronic resource] : |b Norms and the Ideal of Service. ASHE Annual Meeting Paper / |c John M. Braxton and Alan E. Bayer. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1992. | ||
| 300 | |a 28 p. | ||
| 500 | |a ERIC Document Number: ED352893. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Association for the Study of Higher Education (Minneapolis, MN, October 28-November 1, 1992). |5 ericd. | ||
| 520 | |a This study examined the behavioral expectations and norms for college and university faculty particularly whether they varied with respect to the level of commitment to teaching at different institutions and in different disciplines. A cluster sampling design was used to select a random sample of the population of faculty in biology, history, mathematics and psychology at Research Universities I and Comprehensive Colleges and Universities II (Carnegie Classifications). A survey was mailed to 800 individuals of which 251 responses were eventually included in the analysis. The findings suggested a mixed picture of social control of faculty teaching role performance with respect to the welfare of the clients (students). Norms pertaining to the condition of knowledge in an academic subject matter were found to exist. However, little or no informal social control was found for teaching role performance which facilitates the learning of course content. A conclusion speculates that the graduate school socialization process may provide the explanation, as little systematic attention or concern is given to the development of pedagogic skills during the graduate training while knowledge, skills, attitudes and values of a given subject matter area are the key focus. (Contains 31 references.) (JB) | ||
| 521 | 8 | |a Researchers. |b ericd. | |
| 650 | 0 | 7 | |a Behavior Standards. |2 ericd. |
| 650 | 1 | 7 | |a College Faculty. |2 ericd. |
| 650 | 1 | 7 | |a College Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Graduate Study. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Intellectual Disciplines. |2 ericd. |
| 650 | 0 | 7 | |a Research Universities. |2 ericd. |
| 650 | 0 | 7 | |a Social Behavior. |2 ericd. |
| 650 | 0 | 7 | |a Surveys. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Skills. |2 ericd. |
| 700 | 1 | |a Bayer, Alan E., |d 1939-2014. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED352893.pdf |z Full Text (via ERIC) |
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