将我们对学生成功的了解用于创建教师成功模式

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Community College Review Pub Date : 2024-06-24 DOI:10.1177/00915521241259022
Audrey J. Jaeger, Laura G. Maldonado, Susan Burleson, Constance Wolfe
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引用次数: 0

摘要

目的:这篇概念性文章运用了我们对学生成功的认识,介绍了一种名为 "教师通向卓越之路 "的教师成功模式。该模式提升了教师在社区学院学生成功对话中的话语权。方法:我们通过对两所社区学院的教师进行访谈,并与来自六所社区学院的教师进行焦点小组讨论,收集了定性数据,以帮助我们建立一个以教师为中心的框架。建议的模式:通过将对话转向更全面的教职员工成功视角,该模式强调教职员工在整个职业生涯中的联系、建立、引导和领导,以及教学和学习的卓越性。我们将教师的成功定义为教师的留任、教师的满意度/归属感、教师的生产力,以及最终学生的成功(如学习、留任、完成学业、转学)。贡献:教职员工卓越之路 "的开发为行政部门吸引、支持和留住教职员工提供了更广泛的策略。它还有可能帮助教职员工设想学术界的多种非线性发展途径,并为之做好准备。了解教师及其职业发展对于推进学生成功对话至关重要。想方设法促进教师在各个职业阶段的成长和发展,有助于学生和教师取得成功。
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Applying What We Know About Student Success to Creating a Model for Faculty Success
Purpose: This conceptual piece applies what we know about student success to introduce a faculty model of success called the Faculty Pathway to Excellence. The model elevates faculty voices in the conversation of student success in community colleges. Method: We collected qualitative data from interviews with faculty at two community colleges and focus groups with faculty from six community colleges to help inform a faculty-focused framework. Proposed model: By changing the conversation to a more comprehensive perspective of faculty success, the model emphasizes the connections, establishment, navigation and leadership, and teaching and learning excellence of faculty members throughout their career trajectories. We define faculty success as faculty retention, faculty satisfaction/sense of belonging, faculty productivity, and ultimately student success (e.g., learning, retention, completion, transfer). Contributions: The development of this Faculty Pathway to Excellence suggests a wider variety of strategies by administration to attract, support, and retain faculty. It also has the potential to help faculty members envision and prepare for the multiple and non-linear pathways in academia. Understanding faculty and their career progression is critical to advance student success conversations. Finding ways to enhance faculty growth and development across all career stages helps students and faculty succeed.
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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