scholarly journals An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies

2000 ◽  
Author(s):  
Aylin Bunk
Keyword(s):  
Community College ◽  
College Instructors ◽  
Culturally Competent ◽  
Community College Instructors ◽  
Effective Community

A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction

2017 ◽  
pp. 406-438
Author(s):  
Louise Yarnall ◽  
Judith Fusco
Keyword(s):  
Community College ◽  
Content Knowledge ◽  
Word Processing ◽  
Problem Definition ◽  
College Instructors ◽  
Specific Content ◽  
Pedagogical Content ◽  
Domain Specific ◽  
Community College Instructors ◽  
Science Community

Domain-specific technologies, which are used for analysis, representation, and production in real-world contexts, differ from basic technologies, such as word processing software and Internet search tools. They cannot be used effectively without adequate command of fundamental domain-specific content knowledge. They can be used to deepen students' understanding of content, but these technologies bring distinct classroom-integration challenges. This chapter presents a framework for supporting in-service teachers to integrate these technologies. The research team derived this framework from data collected during an extended TPACK-style (Technological Pedagogical Content Knowledge) workshop that engaged 13 life science community college instructors in integrating bioinformatics technologies into courses. This chapter presents a case study about the challenges community college teachers faced in implementing these tools—and the strategies they used to address them. Challenges included activity translation, problem definition, implementation, and assessment.

A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction

2016 ◽  
pp. 253-285
Author(s):  
Louise Yarnall ◽  
Judith Fusco
Keyword(s):  
Community College ◽  
Content Knowledge ◽  
Word Processing ◽  
Problem Definition ◽  
College Instructors ◽  
Specific Content ◽  
Pedagogical Content ◽  
Domain Specific ◽  
Community College Instructors ◽  
Science Community

Domain-specific technologies, which are used for analysis, representation, and production in real-world contexts, differ from basic technologies, such as word processing software and Internet search tools. They cannot be used effectively without adequate command of fundamental domain-specific content knowledge. They can be used to deepen students' understanding of content, but these technologies bring distinct classroom-integration challenges. This chapter presents a framework for supporting in-service teachers to integrate these technologies. The research team derived this framework from data collected during an extended TPACK-style (Technological Pedagogical Content Knowledge) workshop that engaged 13 life science community college instructors in integrating bioinformatics technologies into courses. This chapter presents a case study about the challenges community college teachers faced in implementing these tools—and the strategies they used to address them. Challenges included activity translation, problem definition, implementation, and assessment.

A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction

2016 ◽  
pp. 324-356
Author(s):  
Louise Yarnall ◽  
Judith Fusco
Keyword(s):  
Community College ◽  
Content Knowledge ◽  
Word Processing ◽  
Problem Definition ◽  
College Instructors ◽  
Specific Content ◽  
Pedagogical Content ◽  
Domain Specific ◽  
Community College Instructors ◽  
Science Community

Domain-specific technologies, which are used for analysis, representation, and production in real-world contexts, differ from basic technologies, such as word processing software and Internet search tools. They cannot be used effectively without adequate command of fundamental domain-specific content knowledge. They can be used to deepen students' understanding of content, but these technologies bring distinct classroom-integration challenges. This chapter presents a framework for supporting in-service teachers to integrate these technologies. The research team derived this framework from data collected during an extended TPACK-style (Technological Pedagogical Content Knowledge) workshop that engaged 13 life science community college instructors in integrating bioinformatics technologies into courses. This chapter presents a case study about the challenges community college teachers faced in implementing these tools—and the strategies they used to address them. Challenges included activity translation, problem definition, implementation, and assessment.

A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction

2015 ◽  
pp. 604-634
Author(s):  
Louise Yarnall ◽  
Judith Fusco
Keyword(s):  
Community College ◽  
Content Knowledge ◽  
Word Processing ◽  
Problem Definition ◽  
College Instructors ◽  
Specific Content ◽  
Pedagogical Content ◽  
Domain Specific ◽  
Community College Instructors ◽  
Science Community

Domain-specific technologies, which are used for analysis, representation, and production in real-world contexts, differ from basic technologies, such as word processing software and Internet search tools. They cannot be used effectively without adequate command of fundamental domain-specific content knowledge. They can be used to deepen students' understanding of content, but these technologies bring distinct classroom-integration challenges. This chapter presents a framework for supporting in-service teachers to integrate these technologies. The research team derived this framework from data collected during an extended TPACK-style (Technological Pedagogical Content Knowledge) workshop that engaged 13 life science community college instructors in integrating bioinformatics technologies into courses. This chapter presents a case study about the challenges community college teachers faced in implementing these tools—and the strategies they used to address them. Challenges included activity translation, problem definition, implementation, and assessment.

scholarly journals Authority Conflict in Relation to the Job Satisfaction of Ontario CAAT's Instructors

1978 ◽  
Vol 8 (1) ◽  
pp. 33-45
Author(s):  
Jocelyn Desroches
Keyword(s):  
Job Satisfaction ◽  
Community College ◽  
Organizational Factors ◽  
Sample Population ◽  
College Instructors ◽  
Full Time ◽  
Policy Recommendations ◽  
Relative Contribution ◽  
Community College Instructors

The paper discusses the more interesting findings of a study on "The Concept and the Determinants of Job Satisfaction". The study's sample population was the full-time Community College Instructors in Ontario. The paper focuses on the relative contribution of individual and organizational factors to instructors' job satisfaction, with special emphasis on the apparent presence in the colleges of an "authority conflict syndrome". Policy recommendations to improve the prevailing situation are suggested.

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