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Scholarship
March 29, 2017
Honored but Invisible: An Inside Look at Teaching in Community Colleges
- Author
- Grubb, W. Norton and Associates
- Publisher
- Routledge, New York, NY
- ISBN
- 415921651
- Table of Contents
-
Acknowledgments
Introduction: Who Cares for Teaching in Community Colleges? The Rationale and Methodology of Our Inquiry
ch. 1 Instructors' Approaches to Pedagogy and the Multiple Conceptions of "Good Teaching"
ch. 2 The Modal Classroom: The Varieties of Lecture/Discussion
ch. 3 Lecture/Workshop and "Hands-On" Learning: The Complexities of Occupational Instruction
ch. 4 Literacy Practices in the Classroom: The Foundation of Schooling
ch. 5 Remedial/Developmental Education: The Best and the Worst
ch. 6 Standards and Content: The Special Dilemmas of Community Colleges
ch. 7 Innovative Practices: The Pedagogical and Institutional Challenges
ch. 8 The Institutional Influences on Teaching: The Potential Power of "Teaching Colleges"
ch. 9 Funding and Policy: The Neglect of Teaching
ch. 10 Alternative Futures: Creating the "Teaching College"
References
Appendix
Index
Based on the most extensive research on community college teaching to date, this book examines the nature of teaching and the institutional forces that shape it in a variety of course settings, ranging from innovative approaches to complex subjects to conventional didactic instruction.
Drawing on observations of and interviews with over 300 instructors and administrators, this book documents the idiosyncratic instructional practices of teachers who learn to teach primarily by trial and error. It argues that in order to realize their enormous potential, community colleges must take greater advantage of the many institutional influences on the quality of teaching--such as personnel policies, instructor training, and the culture established by administrators--only then will they be able to successfully carry out their many roles in both mainstream education and in workforce development. (From the Publisher)
Drawing on observations of and interviews with over 300 instructors and administrators, this book documents the idiosyncratic instructional practices of teachers who learn to teach primarily by trial and error. It argues that in order to realize their enormous potential, community colleges must take greater advantage of the many institutional influences on the quality of teaching--such as personnel policies, instructor training, and the culture established by administrators--only then will they be able to successfully carry out their many roles in both mainstream education and in workforce development. (From the Publisher)