Part-time Teachers Research Articles

The making of Chicana/o studies: in the trenches of academe

The Making of Chicana/o Studies traces the philosophy and historical development of the field of Chicana/o studies from precursor movements to the Civil Rights era to today, focusing its lens on the political machinations in higher education that sought to destroy the discipline. As a renowned leader, activist, scholar, and founding member of the movement to establish this curriculum in the California State University system, which serves as a model for the rest of the country, Rodolfo F. Acuna has, for more than forty years, battled the trend in academia to deprive this group of its academic presence. The book assesses the development of Chicana/o studies (an area of studies that has even more value today than at its inception)--myths about its epistemological foundations have remained uncontested. Acuna sets the record straight, challenging those in the academy who would fold the discipline into Latino studies, shadow it under the dubious umbrella of ethnic studies, or eliminate it altogether. Building the largest Chicana/o studies programme in the nation was no easy feat, especially in an atmosphere of academic contention. In this remarkable account, Acuna reveals how California State University, Northridge, was instrumental in developing an area of study that offers more than 166 sections per semester, taught by 26 tenured and 45 part-time instructors. He provides vignettes of successful programs across the country and offers contemporary educators and students a game plan--the mechanics for creating a successful Chicana/o studies discipline--and a comprehensive index of current Chicana/o studies programmes nationwide. Latinas/os, of which Mexican Americans are nearly seventy percent, comprise a complex sector of society projected to be just shy of thirty percent of the nation's population by 2050. The Making of Chicana/o Studies identifies what went wrong in the history of Chicana/o studies and offers tangible solutions for the future.

PGN Matters: Getting Involved

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The Use Of Sessional Teachers In Universities: Faculty Of The Built Environment, University Of New South Wales Australia

This paper discusses the issues and realities presented by the casualisation of higher education teaching staff. It uses a case study from the University of New South Wales [UNSW] in Sydney Australia. The research presents and analyses perspectives from two key stakeholders in a university [students and academic management] on the use of sessional [also called casual or part-time] teachers in a professional faculty – the Built Environment. The strength of this paper lies in the presentation of the student voice and the reflections of an Associate Dean of Education who is ultimately responsible for ensuring quality learning and teaching in a faculty. Both of these are perspectives that are rarely heard in the current literature on this issue. Although this paper uses an Australian case study, the discussion of the issues and challenges of the casualisation of higher education teaching staff has transcending value to universities and colleges around the world. Questions posed throughout the paper challenge traditional ideas of engaging part-time teachers in universities and thus, by default, set a framework for further study on this contentious practice.

P04.59. National surveys show lower well-being among yogis yet efficacy trials show favorable results: does dose-response resolve the contradiction?

Methods Yoga practitioners across the US (82 men, 456 women, mean age 44 years) completed standardized questionnaires on the Internet, including full time teachers (N=44) and part time teachers (N=118). Demographics were similar to those of nationally representative samples of yoga practitioners. Dose was calculated as minutes/week of studio, home, and studio + home practice along with studio + home minutes/week x years of practice.

Part-Time Instruction: A Comparative Lens

Teachers who work on a part-time basis in other schools while maintaining a full time teaching employment have stories to tell. Their reasons for teaching as part-time faculty, their experiences in other schools, as well as their views on part-time instruction are sources of the stories that this phenomenological research paper aimed to present. The study focused on the experiences of two groups of college teachers in the University of the Immaculate Conception. Using interview, focus group discussion and fielded questionnaire, the study found that though the two groups of teacher participants have various reasons for being part time teachers, their motivations converge on two points: they teach for additional income and for recognition of their expertise. The researcher classified the experiences of the participants into either fulfilling or frustrating. Both groups articulated that their fulfilling experiences are mainly rooted on the growth and appreciation shown by their students as well as the school’s recognition of their expertise. Both groups also expressed that their frustrating experiences are income-related and also due to the different school systems that confronted them. Although there are dissonances in their shared experiences, there is also synchronicity in their perceptions and encounters with a different school. Moreover, their reasons for teaching part-time are closely related with how they assess their experiences as either frustrating or fulfilling.

‘Non-traditional programmes for non-traditional students’: teachers’ perceptions of part-time INSET programmes in China

Despite widespread scepticism about the impact of INSET (in-service teacher training) initiatives on teacher development, INSET participation has remained one of the major routes for teachers’ professional development. This article reports on an evaluation of a part-time INSET programme for secondary school English teachers delivered by a national normal university based in Central China. Reflective writing was adopted as a major instrument to explore 95 teachers’ views with regard to its positive impacts and drawbacks. The teachers perceived the programme to be beneficial to their professional development in a variety of ways. Meanwhile, they identified a series of problems which may have been caused by the traditional mode of the programme and its limited attention to how to enhance its longer term sustainability. The study suggests the necessity of responding to part-time teacher participants’ practical needs, which entails programme providers adopting a long-term and trainee-centred perspective on teacher development and redesigning the programme to make it more relevant to teachers’ practical needs.

중학교 과학영재 담당교사의 PCK 요소의 특징과 관련성

In this study, we analyzed the characteristics of Pedagogical Content knowledge(PCK)`s components through actual course of teachers of science gifted students in the middle school. For this study, four middle school science teachers of gifted students belonging to the gifted education professional organizations in a metropolis were selected, each of them was physics, chemistry, biology, and earth science teacher. Two of them were full-time teachers to teach only gifted students and two were part-time teachers who had taught general students in ordinary time and specially had taught the gifted students once a week. Qualitative data were collected through classroom observations, interviews, and documents. As a result, some unique characteristics of PCK`s components were identified. The teachers` orientations to teaching science were closely correlated with PCK`s components. The teachers` knowledges of science curriculum were different individually. But the decisions about type of teaching(acceleration or enrichment) were connected with the objectives of gifted education and lesson objectives. Also, the teachers` knowledges of science curriculum were influenced by the knowledge of students` understanding. Teachers used different instructional strategies according to the knowledge of science curriculum and the knowledge of students` understanding. We found that PCK`s components were so closely connected and could show the direction of relationships among those PCK`s components. We suggested teachers` PCK model which was named Tetrahedron Model of PCK, to explain the characteristics and relationships of PCK`s components.

Working conditions of female part-time and full-time teachers in relation to health status

Teacher's volume of employment and health status are controversially discussed in the current literature. This study focused on female teachers with part-time versus full-time jobs in association with working conditions and health status depending on age. A sample of 263 part-time and 367 full-time female teachers (average age 46.7 ± 7.8 vs. 46.0 ± 6.3) participated in an occupational health screening. Specific work conditions, stressors (job history-questionnaire) and effort-reward-imbalance ratio (ERI-Q) were measured and their relationships to mental and physical health were analysed. Health status was quantified by complaints (BFB questionnaire), general mental health status (GHQ-12) and cardiovascular risk factors. On average, teachers in part-time positions reported 36 and in full-time positions 42 h per week. The effort-reward ratios were significantly associated with the volume of employment. Teachers in part-time jobs had only a slightly lower ERI-ratio. There were no differences between full-time and part-time teachers regarding health status. Eighteen percentage of both groups reported impaired mental health (GHQ ≥ 5), 48% of part-time teachers and 53% of full-time teachers suffered from high blood pressure. Low physical fitness was observed in 12% of part-time and 6% of full-time teachers. In this study, neither the volume of employment nor working conditions were found to be significantly correlated with health status. Part-time and full-time employment status did not appear to influence health in the teaching profession. Although there are differences in quantitative working demands, while the health status does not differ between both teacher groups.

Do Regular Social Work Faculty Earn Better Student Course Evaluations Than Do Adjunct Faculty or Doctoral Students?

Nationwide, the percentage of faculty who are tenured (or in tenure-earning positions) is declining, with proportionate increases in the amount of instruction provided by adjunct and other part-time instructors, including doctoral students. These trends are mirrored within academic social work and have given rise to some concerns about the potentially adverse effects this could have on the quality of instruction provided to MSW and BSW students. A review of the social work literature, however, failed to locate any systematic investigations published on the topic of evaluating the quality of teaching provided by adjuncts or doctoral students. The authors undertook a comprehensive analysis of the course evaluations obtained from a large urban school of social work in the Southeast over a 3-year period, covering 294 courses (61% BSW, 39% MSW). Of these, 181 classes were taught by regular faculty, 63 classes were taught by community-based adjuncts, and 50 classes by social work PhD students. Inferential tests found no statistically significant differences in the global course evaluations earned by regular faculty or adjuncts. However, there were statistically significant differences in the course evaluations earned by regular faculty and doctoral students, favoring the former, but the effect size was small and of little practical import. In general, the authors found no strong evidence that adjuncts or doctoral students provided less positively evaluated teaching than did regular faculty. The authors' results are limited to one university setting but their research design can be readily adopted by other programs, given the widespread use of quantified student-completed course evaluations generally maintained on university databases. More serious attention needs to be given to determining whether the course evaluations commonly used by universities are truly valid.

Reflections from an Adjunct: How the Scholarship of Teaching and Learning Empowers the Part-Time Instructor

In this reflective piece, an adjunct instructor narrates her experience with institutional efforts to encourage faculty to become better instructors through exposure to and engagement in the Scholarship of Teaching and Learning (SoTL). Institutions of higher education can find it difficult to draw faculty out of their instructional status quo. Of particular concern are part-time instructors who, typically less connected to the institution than full-time professors, may struggle to find the resources to improve instruction, even if such resources are desired. As a case in point, this piece demonstrates that early, consistent, persistent, quality exposure to SoTL, combined with individual commitment, does yield concrete improvement in teaching and learning.

Research on the training practice of part-time assistant teachers in clinical teaching bases at western medical colleges of China

It is an important measure in improving the practical teaching quality at Chinese westem medical colleges to strengthen the training practice of part-time assistant teachers in clinical teaching bases. To establish a good training model, we should take into consideration its operability and practicability, as well as the positivity of the teachers.The key to making the training succeful is to ascertain the direction and contents, to set up an instructors' team, and to make a specific training plan. Key words: Clinical teaching base; Part-time assistant teacher; Training

Higher education?: how colleges are wasting our money and failing our kids--and what we can do about it

What's gone wrong at our colleges and universities and how to get American higher education back on track A quarter of a million dollars. It's the going tab for four years at most top-tier universities. Why does it cost so much and is it worth it? Renowned sociologist Andrew Hacker and New York Times writer Claudia Dreifus make an incisive case that the American way of higher education, now a $420 billion-per-year business, has lost sight of its primary mission: the education of young adults. Going behind the myths and mantras, they probe the true performance of the Ivy League, the baleful influence of tenure, an unhealthy reliance on part-time teachers, and the supersized bureaucracies which now have a life of their own. As Hacker and Dreifus call for a thorough overhaul of a self-indulgent system, they take readers on a road trip from Princeton to Evergreen State to Florida Gulf Coast University, revealing those faculties and institutions that are getting it right and proving that teaching and learning can be achieved and at a much more reasonable price.

Practice Research on Teaching Team Construction

Taking the example of teaching team construction of logistics management major of Guangdong Communication Polytechnic, the paper analyzes the building process in detail from the following five aspects. Firstly, set up the doubled qualified team combined by full-time and part-time teachers. Secondly, undertake team building in the leading of specialty construction and course reform. Thirdly, select outstanding leaders for the teaching team. Fourthly, draw support from competent departments in industries and industry associations to promote cooperation between colleges and enterprises and extend services for society. Finally, improve teaching skills and enhance cultivation of the team teachers’ vocational abilities. The article also proposes management strategies in building the teaching team by perfecting management and operation mechanism, establishing effective incentive mechanism and setting up scientific performance evaluation system.

A Culture of Hiring for Excellence

A Culture of Hiring for Excellence

The Voice of the Voiceless: An Interview With Thelma Daley

Thelma Thomas Daley, through leadership, service, teaching, and publication, has been committed to the counseling profession for over 40 years. Daley was a pioneer in the counseling field as the 1st African American president of the American School Counselor Association in 1971 and the 1st African American and 3rd female president of the American Personnel and Guidance Association (now American Counseling Association [ACA]) in 1975. In this interview, she recounts her experiences as an organizational leader committed to enhancing the multicultural growth and professional excellence of ACA.

Um perfil do docente de medicina e sua participação na reestruturação curricular

A dificuldade em obter a adesão dos docentes de Medicina às reformas curriculares e pesquisas cor-relatas tem sido recorrente e explicada pela não profissionalização da função docente; complexidade e diversidade de atividades e cenários que caracterizam o ensino médico; vínculo precário com as instituições e dedicação parcial às escolas; insegurança; corporativismo e resistências a mudanças. Esta pesquisa objetivou descrever o perfil dos docentes e analisar suas expectativas quanto à formação médica e sua participação no planejamento pedagógico, visando estimular a reorientação curricular, promovendo o ensino "no e para" o Sistema Único de Saúde (SUS). Os docentes observam que aspectos organizacionais e gerenciais da universidade impedem o envolvimento pessoal no Projeto Pedagógico. Por outro lado, reconhecem a necessidade de mudanças no ensino e manifestam interesse pela docência no nível superior. É preciso exercitar a reflexão sobre a prática, para que esta possa ser uma referência para a interpelação e transformação das formas tradicionais de conceber o ensino em saúde.

Review and revelation ofEuropean medical education

：European countries havelong history of medical education.Medical colleges have their independence incomprehensive universities and have high degree of standardization ad systematization inmanagement.Besides,long schooling and high cost,small-size class teaching,good matrabulatequality and the combination of professional and part-time clinic teachers are thecharacteristics in their talent cultivation,which guarantee the medical education qualityand can be used by us for reference.

Non-regular professionals' dual commitment in South Korea: antecedents and consequences

There is a growing concern with whether nonregular professionals are concurrently committed to both the organization and their profession and whether such commitments are beneficial to that organization. This article seeks to investigate the relationship between organizational justice variables and the dual commitment of nonregular professionals via perceived organizational support (POS) and the subsequent effect of the dual commitment on organizational citizen behavior. Hypotheses are developed and then tested through structural equation modeling with data collected from a total of 1143 part-time instructors at South Korean universities. The findings of this study reveal that the perceptions held by nonregular professionals of organizational justice constructs concurrently influence organizational commitment and professional commitment via POS and that both commitments are positively associated with altruistic behavior. The findings advance our understanding of the dual commitment of nonregular professionals and provide universities with managerial implications as to how to manage effectively part-time instructors. Limitations, directions for future research, and conclusions are presented.

Antecedents of organizational citizenship behaviours among part-time employees of service organizations in Korea

This study investigates the antecedents of organizational citizenship behaviours by using data consisting of 196 part-time instructors drawn from six sport centres in the Republic of Korea. The results of a structural equation analysis suggest that job satisfaction has a positive effect on organizational and occupational commitment, occupational satisfaction has a positive effect on organizational and occupational commitment, organizational commitment has a positive effect on organizational citizenship behaviours (OCBs) and a negative effect on turnover intentions, and turnover intentions has a negative effect on OCBs. The effect of occupational commitment on both turnover intentions and OCBs was not significant. This research addresses a number of important issues in the management of human resources (i.e. part-time workers) in service organizations; that is, this study examines how part-time employees' satisfaction and commitment with respect to their jobs, occupations or organizations are related to their OCBs; this relationship is arguably one the most important issues facing service organizations today.

Maximising the potential of part-time clinical teachers

A problem faced by health professions education throughout the world is a lack of full-time clinical teachers. This is particularly serious in dentistry and nursing, but is increasingly also true in medicine. To make up for this shortfall there is a growing reliance on part-time clinical teachers. Part-time clinical teachers are essential for the education of students. However, compared with their full-time counterparts, the part-time teachers are often not adequately prepared for their roles as educators within the context of the clinical curriculum. They might not be trained in the latest educational practices, and may be unprepared for the time needed to excel as teachers and mentors. As part-time teachers take on more responsibility, it is important that they take part in orientation and training sessions to assist them in developing the skills they need to succeed. This will require a significant commitment from the institution as well as the part-time teacher, but is critical for maintaining the academic quality of the clinical training programmes. This also represents an untapped area for research into how to ensure the success of part-time clinical teachers.