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You searched for +publisher:"University of New Orleans" +contributor:("Dr. Marietta Del Favero"). Showing records 1 – 3 of 3 total matches.

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University of New Orleans

1. Reneau, Franz. Junior Faculty Perceptions of their Doctoral Level Teaching Preparation: A Cross Disciplinary Examination.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2011, University of New Orleans

It seems reasonable to assume that the realization of the doctoral degree denotes that one is proficient in college teaching. However, the literature indicates that doctoral programs are failing to adequately prepare doctoral students for teaching in collegiate settings. The seminal work on doctoral student experiences suggests that doctoral programs are adequately preparing doctoral students for their research function, but concerns emerge around teacher preparation. Four bodies of literature inform this study: (a) the literature on the teaching role in higher education (b) the literature on doctoral students’ experiences as it relates to their teaching preparation (c) the literature on new faculty socialization (d) and the literature on the nature of academic disciplines and their differences as it relates to faculty work. The study fills a gap in the literature by examining junior faculty perceptions of their doctoral level teaching-related preparation by taking a cross disciplinary approach of eight disciplines (four high consensus and four low consensus). The omnibus question this study seeks to address is whether or not there are discipline differences in junior faculty perceptions of their doctoral level preparation for college teaching. The study employed a quantitative approach in collecting data using a survey design. The sample for the study was delimited to junior faculty in political science, sociology, psychology, economics, physics, chemistry, biology and geology from the Southern Regional Education Board (SREB) Four-Year 1 institutions. An instrument developed by Hall (2007) which measures counselor educators’ perception of their doctoral level teaching preparation was modified for the purpose of data collection. Contact information for junior faculty in selected disciplines was collected from SREB Four-Year 1 institutions. Findings reveal an anti-teaching culture embedded within research institutions and also significant discipline differences in overall perceptions of doctoral level teaching preparation. The findings of this study provide higher education leaders and faculty with empirical results which could inform the training of doctoral students for their college teaching role. Advisors/Committee Members: Dr. Marietta Del Favero, Dr. Andre Perry, Dr. Claire Thoreson.

Subjects/Keywords: Discipline Difference, Teaching Preparation, New Faculty, Doctoral Level Teaching Preparation; Higher Education Administration

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APA (6th Edition):

Reneau, F. (2011). Junior Faculty Perceptions of their Doctoral Level Teaching Preparation: A Cross Disciplinary Examination. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1411

Chicago Manual of Style (16th Edition):

Reneau, Franz. “Junior Faculty Perceptions of their Doctoral Level Teaching Preparation: A Cross Disciplinary Examination.” 2011. Doctoral Dissertation, University of New Orleans. Accessed December 02, 2020. https://scholarworks.uno.edu/td/1411.

MLA Handbook (7th Edition):

Reneau, Franz. “Junior Faculty Perceptions of their Doctoral Level Teaching Preparation: A Cross Disciplinary Examination.” 2011. Web. 02 Dec 2020.

Vancouver:

Reneau F. Junior Faculty Perceptions of their Doctoral Level Teaching Preparation: A Cross Disciplinary Examination. [Internet] [Doctoral dissertation]. University of New Orleans; 2011. [cited 2020 Dec 02]. Available from: https://scholarworks.uno.edu/td/1411.

Council of Science Editors:

Reneau F. Junior Faculty Perceptions of their Doctoral Level Teaching Preparation: A Cross Disciplinary Examination. [Doctoral Dissertation]. University of New Orleans; 2011. Available from: https://scholarworks.uno.edu/td/1411

2. Wainwright, William S. A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2011, University of New Orleans

The Lumina Foundation (2007) indicates that 54 million adults in the workforce are seeking noncredit education opportunities in a credit course/program delivery system designed to meet the needs of traditional college students. Working adults seeking continuing education coupled with dislocated workers as a result of changing economic situations represents this growing population. Community and technical colleges in Louisiana benefit from a for-credit formula funding model and do not benefit from a formula funding mechanism that supports noncredit education enrollments. As Louisiana’s community and technical colleges face continuous budget challenges resulting from economic recession, college leaders are making critical decisions in restructuring college business models. These models are becoming increasingly important as they support increased revenues and sustainable ventures that will carry the college through difficult times. The significance of this study and contributions associated with findings provide important insights into decision making, organizational change, and policy factors considered in determining workforce development strategies. Utilizing Multiple Criteria Decision Making by (Zeleny) 1981 in addition to Mintzberg’s Five Basic Parts of an organization (1979) as a conceptual framework, causes and effects of decision making on organizational structures and workforce development strategies were examined and analyzed providing insight and recommendations for future consideration. Findings in this study suggest that as organizational structures are challenged due to simultaneous issues related to economic recovery and reduced budgets, noncredit education is impacting strategic decision making by college leaders evidenced by current college reorganization efforts, joint credit and noncredit curriculum development activities, and innovation associated with enhanced workforce development strategies. Keywords: Noncredit Education, Workforce Training, Organization, Structure, College Advisors/Committee Members: Dr. Marietta Del Favero, Dr. Brian Beabout, Dr. April Bedford.

Subjects/Keywords: Noncredit Education, Workforce Training, Organization, Structure, College; Community College Leadership; Educational Assessment, Evaluation, and Research

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wainwright, W. S. (2011). A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1350

Chicago Manual of Style (16th Edition):

Wainwright, William S. “A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges.” 2011. Doctoral Dissertation, University of New Orleans. Accessed December 02, 2020. https://scholarworks.uno.edu/td/1350.

MLA Handbook (7th Edition):

Wainwright, William S. “A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges.” 2011. Web. 02 Dec 2020.

Vancouver:

Wainwright WS. A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges. [Internet] [Doctoral dissertation]. University of New Orleans; 2011. [cited 2020 Dec 02]. Available from: https://scholarworks.uno.edu/td/1350.

Council of Science Editors:

Wainwright WS. A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges. [Doctoral Dissertation]. University of New Orleans; 2011. Available from: https://scholarworks.uno.edu/td/1350

3. O'Dell, Jade J. Developmental Education Repeaters: Stories About Repetition.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2012, University of New Orleans

Developmental education students make up almost half of the community college population in the United States (Bettinger & Long, 2005). Approximately 42% of first-time freshmen at community colleges must enroll in at least one developmental education course in English, reading and/or math (NCES, 2010). Many developmental education students are unsuccessful in passing a developmental education course in their first and second attempts and retake the course sometimes five times before passing. There is substantial research on persistence among college students, but the research fails to link persistence to developmental education repeaters. My study sought to explore community college developmental education repeaters’ experiences with and stories about repetition in a reading course. My study was framed around developmental education and its students, course repeaters, and persistence. I used qualitative research methods with a narrative research design. Two methods of data collection included multiple one-on-one interviews and document collection. Four participants were selected from one community college in the New Orleans area, two who repeated and completed developmental reading upon their third attempt and two who were in the process of completing developmental reading a third time. Data analysis revealed six themes. The information gleaned from the inquiry may inform community college faculty practice with regard to not only reducing and preventing course repetition but also increasing persistence and retention of developmental education students. Advisors/Committee Members: Dr. Marietta Del Favero (deceased), Dr. Tammie Causey-Konate, Dr. April Bedford.

Subjects/Keywords: college readiness; community colleges; persistence; social integration; academic integration; validation; motivation; Adult and Continuing Education and Teaching; Community College Education Administration; Community College Leadership; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Higher Education Administration; Higher Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

O'Dell, J. J. (2012). Developmental Education Repeaters: Stories About Repetition. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1470

Chicago Manual of Style (16th Edition):

O'Dell, Jade J. “Developmental Education Repeaters: Stories About Repetition.” 2012. Doctoral Dissertation, University of New Orleans. Accessed December 02, 2020. https://scholarworks.uno.edu/td/1470.

MLA Handbook (7th Edition):

O'Dell, Jade J. “Developmental Education Repeaters: Stories About Repetition.” 2012. Web. 02 Dec 2020.

Vancouver:

O'Dell JJ. Developmental Education Repeaters: Stories About Repetition. [Internet] [Doctoral dissertation]. University of New Orleans; 2012. [cited 2020 Dec 02]. Available from: https://scholarworks.uno.edu/td/1470.

Council of Science Editors:

O'Dell JJ. Developmental Education Repeaters: Stories About Repetition. [Doctoral Dissertation]. University of New Orleans; 2012. Available from: https://scholarworks.uno.edu/td/1470

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