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1990-1991 Dissertation Abstracts: Part 3
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ORDER NO: ABA91-25892
PREPARATION OF INSTRUCTIONAL SKILLS FOR MIGRANT MINI-CORPS TEACHER ASSISTANTS COMPARING PERCEPTIONS AMONG MASTER TEACHERS AND COLLEGE COORDINATORS (TEACHER ASSISTANTS, MASTER TEACHERS, COLLEGE COORDINATORS) Author: QUEZADA, REYES LIMON Degree: ED.D. Year: 1991 Corporate Source/Institution: NORTHERN ARIZONA UNIVERSITY (0391) Source: VOLUME 52/04-A OF DISSERTATION ARS,RACTS INTERNATIONAL. PAGE 1294. 124 PAGES Descriptors: EDUCATION, TEACHER TRAINING; EDUCATION, ADMINISTRATION; EDUCATION, COMMUNITY COLLEGE The primary purpose of this study was to determine if Mini-Corps Teacher Assistants are prepared with instructional skills needed to provide effective academic support services to migrant students. This study examined and compared evaluative perception ratings among Master Teachers and Mini-Corps College Coordinators. This study also identified academic support services or skills which need further attention in pre-service and inservice training. The population of this study were Master Teachers and College Coordinators. The sample included two hundred and seventy-six Master Teachers and twenty Mini-Corps College Coordinators from twenty college sites in California. Mini-Corps Teacher Assistants with one year or more of program participation who were providing instructional support services to migrant students in kindergarten up to sixth grade were assessed. The study compared evaluative perceptions among Master Teachers and College Coordinators of Community College and University Mini-Corps Teacher Assistants. Master Teacher and College Coordinator rating scores in the nine selected skill areas of the "Assessment of Perceived Instructional Skills Needed by Mini-Corps Teacher Assistants" survey were analyzed as a measure of teacher and coordinator perceptions. The analysis of the statistical data found that Mini-Corps Teacher Assistants were providing effective academic support services to migrant students in five of the nine selected skill areas. It was found that the mean score of Master Teacher perceptions was higher in six of the nine selected skill areas, College Coordinators mean score was higher in three of the nine selected skill areas. The Chi-square revealed a significant difference in three of the nine selected skill areas. The Independent T-tests revealed a significant difference in three of the nine skill areas. The Dependent T-tests revealed no significant difference by Master Teachers when rating thJ ame Mini-Corps Teacher Assistant. Kendall's Coefficient of Concordance and the Spearman correlation coefficient also revealed no significant difference in perception ranks in any of the nine selected skill areas. Results indicate that both Master Teachers on average gave similar ratings to both Community College and University Mini-Corps Teacher Assistants.
ORDER NO: ABA91-19898
Scope and method of study. The main purpose of this research is to look at changes in attitudes of students who have completed a high school course in economics, consumer economics, or social studies where economics was a part of the course instruction. The hypothesis to be tested is whether or not attitudinal differences are independent of the content or structure of courses taught. This research also focuses on the implications of other variables that may explain possible differences in attitudinal changes of students enrolled in a particular course. Specifically, this study will test if a greater attitudinal change will result from subject-matter oriented students taught by student oriented teachers. Data have been collected under the direction of the Joint Council on Economic Education (JCEE) from 6570 students pretested in the spring of 1986 in high school economics, consumer economics, and in a social science course (e.g., U.S. history or government). Analysis of covariance and regression analysis were used in the study to measure changes in students' attitudes. Findings and conclusions. This research has shown that a small statistically significant relationship does exist between attitude change and sophistication in economic education. Students whose beliefs have moved toward a more logical, clear, and defined understanding of policy issues show greater sophistication in reasoning. For example, a student's self-selection of type of course was shown to have had a positive impact on how well students liked economics. A link between knowledge of economics and the affective domain has been established. This means that students with a higher stock of knowledge, the more likely that the course material will reinforce what students already know. Finally, while selected variables are known to be statistically significant, the variation of means are so slight, no predictive conclusions can be drawn with certainty. However, the results do seem to confirm that the level of economic knowledge plays a role in determining the attitudes toward economics as a subject as well as students' values and beliefs concerning economic issues.
ORDER NO: ABA91-17553
This study examined reasons employees voluntarily participate in corporate-supported televised instruction, and the degree to which participants perceived a televised format as helpful in achieving their objectives. Three issues addressed in this study were: (a) What major factors underlie reasons employees choose to participate in telecourses? (b) What relationships exist between personal and professional characteristics and these factors? and (c) To what degree does instructional format (televised) help achieve objective(s) for enrollment in a course? The study population was comprised of employees from Tektronix, Inc., an electronics firm, who from 1987 to 1988 enrolled in one or more telecourses. An adapted version of the Participation Reasons Scale (PRS) was used as the survey instrument. Of 257 questionnaires mailed, 202 (79%) were usable and analyzed to identify major reasons underlying participation in corporate supported telecourses. Also examined was the degree to which participants perceived the format as helpful in achieving their objectives. An analysis of the data produced the following. First, nine reasons for participation in corporate-supported televised education were identified. Underlying these reasons were four factors: (a) Professional Benefit, (b) Professional Improvement, (c) Cognitive Interest, and (d) Recreational. Second, five relationships between respondent characteristics and these factors were identified: (a) Age had an effect on Professional Benefit; (b) Academic credentials had an effect on Professional Improvement and Recreational; (c) Major Job Title had an effect on Professional Benefit; (d) Educational Objective had an effect on Professional Benefit; and (e) Marital Status had an effect on Professional Improvement. Third, ThXPstudy revealed relationships between some respondent characteristics and the perceived helpfulness of the televised format in helping respondents achieve their objectives for taking a telecourse. These were: type of work assignment, age, educational objective and marital status. Selection of Educational Institution also influenced perception of helpfulness. Of the respondents, 95 percent indicated they would be willing to enroll in future telecourses; 84 percent reported that each of two conditions were important in their decision to participate in televised courses. The first was that the course was offered at the work site; the second that the course was offered at a convenient time for the respondent.
ORDER NO: ABA91-21724
The major purpose of this study was to investigate whether use of cooperative learning as an alternative instructional strategy at the college level had a significant positive effect upon academic achievement, self-esteem, attribution (achievement and affiliation), attitude toward learning, and liking for the subject. The subjects for this study consisted of 139 students enrolled in four introductory psychology classes (two were taught on MWF and two on TR) at a comprehensive community college in Tennessee. Two of the classes were randomly selected to be taught by cooperative learning. These were the experimental groups. The other two were taught by lecture and served as the control groups. Four different research instruments were used to measure the dependent variables: Self-esteem was measured using the Coopersmith Self-Esteem Inventory-Adult Form; the multidimensional-multiattributional scale was used to assess attribution; Researcher-made questions were used to assess attitude toward learning and liking for the subject; and a teacher-made test was used to assess achievement. Each of the tests yielded pretest and posttest scores for all of the subjects. To test for homogeneity of variances, F-tests comparing variances between the control and experimental groups, day of the week, and day of the week combined with condition were performed. In all cases, the F-test results were found not to be statistically significant. An analysis of covariance was computed for each of the six dependent variables: academic achievement, self-esteem, attitude toward learning, attitude toward psychology, achievement attribution, and affiliation attribution. Pretest scores were used as the covariate in each analysis. Main effects were assessed for condition (experimental or control) and day of the week (MWF or TR). Interaction effects were assessed for day of the week combined with condition. No significant main or interaction effects were found. Conclusions were drawn and presented along with recommendations for further research.
ORDER NO: ABA91-20270
This research investigated the interactional effect of learning style and two methods of instruction on knowledge and attitude scores of students who engaged in a lesson on Acquired Immunodeficiency Syndrome (AIDS). Computer-assisted instruction (CAI) and traditional lecture/discussion classroom format (L/D) were the two methods of instruction used. The variables of learning style, type of instruction, type of college nursing program, sex, age, average grade, computer experience, and achievement were also addressed. Kolb's Learning Style Inventory was administered to 187 students of nursing in four college programs in the St. Louis metropolitan area. These subjects then participated in an AIDS lesson by either CAI or L/D. Student achievement scores on both an immediate and a delayed posttest were compared and analyzed. StUdXwt attitudes toward computing in nursing were measured before and after the AIDS lesson by parallel forms of Thomas' opinionnaire. Data were analyzed using descriptive statistics, Chi square, student t-test, Pearson's correlation, and ANOVA. The results failed to demonstrate any relationship between learning style and type of instruction. The majority of nursing students in this study were identified as assimilators (38.6%), followed by divergers (28.3%). The remainder of students were equally divided between accommodators and convergers (16%). Findings of this study revealed a significant difference between scores achieved on a written immediate posttest of knowledge by students who participated in a CAI lesson on AIDS and those who partiaIated in L/D class; however, this significant difference was not maintained on the delayed posttest. CAI students also used significantly less time to complete the AIDS lesson. Students who participated in the CAI lesson had a greater increase in their mean posttest scores than those in the L/D class, but it was not significant. Regardless of instruction method or gender there was a significant improvement in student attitude toward caring for persons who are HIV positive after student participation in the AIDS lesson.
ORDER NO: ABA91-13922
This research describes the effects of various amounts of CLAST instruction on students' performance on the CLAST essay test and on their development as freshman writers. Four groups of students who received various amounts of CLAST essay instruction during their freshman year at Florida State University were studied. Their CLAST essay scores as well as scores they received on CLAST facsimile essays were analyzed along with information obtained from questionnaires, attitude surveys, additional pieces of controlled writing, and personal interviews of case-study students. Analysis of data indicates that instruction in CLAST essay skills does not ensure higher CLAST essay scores and that CLAST instruction should not be made the focus of freshman composition. Students' attitudes toward their development as writers is negatively affected when freshman writing courses focus on the limited, product-based criteria CLAST essay graders use when scoring student essays. Data analysis also indicates that process-based writing instruction does not ensure that students will take their papers through recursive stages of drafting and revising when they are given a choice of composing strategies. Unless student writers are involved with the subject about which they are writing, it is highly unlikely that they will put anything more than minimal time, energy, or thought into their writing. In order to become involved with their writing, students must view writing as a worthwhile activity that helps them grow and develop as individuals. Writing must be taught as something more than a necessary skill which students will be required to use in college courses and on various competency tests. If students are to come to view composing as a valuable tool they can use in many areas of their lives, writing must be taught as a way of thinking and communicating.
ORDER NO: ABA91-21196
As the number of international teaching assistants (ITAs) continues to grow in American universities, they increasingly affect the academic success and career choices of American undergraduates. Consequently, there is a need to better understand the teaching-learning exchanges that take place between ITAs and American undergraduates. Research into the developing field of ITA training has thus far focused primarily on program development and from the points of view of those working with ITAs, rather than from the perspective of the ITAs themselves. We seem to know little about the ITAs' attitudes and values that influence their teaching-learning outcomes. In describing some of the more common attitudes and values of 12 ITAs in this study, I found that they generally felt that their undergraduate students were underprepared for college-level work, not serious about their studies, and unhappy with the number of questions their students asked them; they also felt that their professors did not teach the content of their courses. Contrary to much of the cross-cultural literature written on Chinese and other Asian students, the majority of this population said that individual achievement was ideal for learning and that friendship was the desirable relationship to have with their students. Also described in this study are changes that occurred in the ITAs' attitudes and values, as well as in their teaching behaviors over the academic year. In general, change seemed to be more a result of their experience working within their departments than a result of ITA training. By examining the experiences that seem to have led the ITAs to change, I make specific recommendations for ITA training curricula. General recommendations include: changing the concept of ITA training programs from a skill-based teacher training model to a more interdisciplinary teacher development model; and, increasing the collaboration among ESL and academic departments in training ITAs.
ORDER NO: ABA91-20503
Instructional developers lack descriptions of i\Wtructional planning in higher education which would enable them to more fully understand the context of faculty planning processes. This case study examined and described the influences on instructional planning in a large, research university. It was initiated when all the departments in one professional school were required to develop a mission statement. Sixteen faculty from two departments were interviewed in a total of 21 interviews. The first round of interviews focused on the effect that the development of mission statements had on instruction. The second round of interviews sought to determine the organizational level at which instructional planning took place. In the third round of interviews faculty were asked to describe their individual planning activities and compare them to an instructional development process. In the fourth and final round of interviews faculty from a second department were interviewed using a distilled version of the questions from the previous three rounds. Interview questions evolved; they were refined for each succeeding round of interviews. The resulting data were divided into units which were sorted into emergent categories and synthesized into a rich description of faculty planning. The Results revealed that mission level planning had pbaBQ% lly no relationship to what faculty do in their day to0dFy instruction. Faculty rarely discuss pedagogy with one another. Faculty interactins about instruction, when they occur, are focused on content. Faculty depicted their individual planning as centered on the content of the instruction rather than the pedagogy. While faculty engage in most of the steps in the instructional development model, they do so informally rather than explickTXe. The university context for planning is critiqued and conclusions, recommendations, and questions for further research are provided.
01162787 ORDER NO: ABA91-20241
This thesis reports a constructivist case study of instructional communicating style in higher education. The participants were an award-winning, associate professor of Botany and a class of his students. The study used a triangulated design (participant observation, interviewing, and surveys). Qualitative and quantitative analyses were performed: (a) to construct a portrait of the teacher's instructional communicating style; (b) to place that portrait within a broader context of themes and systematic patterns in students' impressions of teachers; (c) to look for systematic relationships between the students' goals, accomplishments, and impressions of teachers. It was concluded that the participating teacher, "Dr. Stephen Barton," had a rhetorical instructional communicating style. And, he taught in a manner that met his students' collective expectations for good teaching. Their RCQ impressions of Barton suggest that: He presented course material clearly and interest)nnly, interacted willingly and considerately with students, used fair and otherwise professionally appropriate policies to manage the course, and cared about his teaching. Constructivist analysis revealed that, on average, students' impressions grew more differentiated and abstract over the semester. However, systematic differences among students' impressions and evaluations were also discovered, some of which were not explicable in terms of previous constructivist scholarship. Relationships were also explored between students' goals, accomplishments, impressions, and Likert-scale evaluations of Barton. The results suggest that students' dissimilar experiences of teaching may be partly accounted for by differences in the personal goals txev pursue, and how much they think the teacher helped them accomplish their goals. After limitations of the study are discussed, implications for future research are explored: (a) a constructivist approach to instructional communicating style seems feasible and valuable; and (b) mentoring in the process of teacher socialization deserves future study.
ORDER NO: ABA91-19830
The purpose of this study was to examine self-assessment processing capabilities concerning verbal behaviors in the classrooms of student teachers when Instructional Verbal Analysis (IVA) was utilized. The study focused on changes in verbal behaviors in classrooms of student teachers when summary data of verbal behaviors was available for analysis and reflection. The study measured changes in perceptions of self-assessment from the beginning of the fourteen week student teaching experience until the end when guided practice in reflective thinking and self-assessment was present. The study measured student teachers' abilities to analyze verbal interactions in the classroom and provide accurate assessment of the types of behavior changes needed to reflect a more interactive classroom when IVA was employed as a basis for reflective thinking and self-assessment. Thirty-one student teachers seeking Illinois teacher certification at the elementary or secondary level and enrolled in Loyola University of Chicago's undergraduate education program participated in this study. None of the student teachers had previous full-time teachanf experience and all completed a fourteen week student teaching assignment in public and private schools in the Chicagoland area. Results of the IVA data analysis of the verbal behaviors indicated the student teachers significantly increased0tTeir responsiveness to students, lowered their dominance in the classroom, and raised the level of student initiated talk in the classroom between weeks nine and fourteen of the student teaching experience. Data analysis of self-assessment surveys given during weeks one and fourteen of the student teaching experience of selected teaching strategies corresponding to the IVA categories showed significant differences for every teaching strategy. Student teacher perceptions of their abilities to implement selected teaching strategies were significantly different from the beginning of the student teaching experience to the conclusion. Descriptive statistics of student teachers' responses on a criterion measure indicated student teachers can assess accurately 50% of the detailed components and appropriateness of the responsive, dominant, questioning, initiative ratios of IVA for a selected lesson.
ORDER NO: ABA91-18266
Students are presenting themselves to the colleges and universities underprepared for the academic programs necessary at the post-secondary level. The need for remedial mathematics courses at the college level has been steadily increasing over the past several years. In an effort to identify an instructional strategy that would actively engage students in mathematics study, four classes of remedial mathematics, Introductory Algebra, participated in the study. All four classes received an advance organizer and notification that a pretest would be administered. Students in the Treatment X groups were informed that a posttest would be administered at the end of lesson and class discussion. Students in the Treatment Y groups were not so informed nor tested at the conclusion of class. It was hoped that the students' attentiveness on the lesson material would be increased because a posttest on the lesson would be required. p
ORDER NO: ABA91-13566
This project investigated the extent to which the type of laboratory activity (video-based macrocontextual instruction, conventional laboratory instruction, or computer-assisted instruction) bears upon problem-solving abilities of college biology students. This study also investigated the effect of laboratory activity upon student attitude toward the laboratory experience.
The experimentally accessible population for this study was comprised of students enrolled in a general educatiof ciology course at Middle Tennessee State University, Murfreesboro, Tennessee. Subjects were assigned randomly to one of three groups.
Group 1 was comprised of students participating in conventional laboratory activities. This laboratory plan is typical of the traditional laboratory during which lecture content is verified and laboratory activities involve the use of the microscope, observation and manipulation of preserved specimens, dissection procedures, demonstrations, and replication of experiments. Group 2 participated in laboratory activities based on computer-assisted instruction that employed the use of computers in simulations, quizzing, tutorials, and self-progress evaluation with immediate feedback to student performance. Group 3 participated in laboratory activities presented through video-based macrocontexts. Learning activities for Group 3 employed the inclusion of biological concepts in video presentations during which the student is exposed to a greater "picture" of the biological concept in a context of meaningful and everyday events.
No significant difference was found to exist among the three groups in regard to problem-solving skills. Students participating in computer-assisted instruction in the laboratory presented significantly higher scores in attitude than students participating in video-based macrocontextual activities; students participating in video-based macrocontextual activities presented significantly higher scores in attitude than students participating in conventional laboratory activities. The higher score indicated a more positive attitude toward the laboratory experience.
ORDER NO: ABA91-17727
The purpose of this study was to compare the effectiveness of lecturing and cooperative learning methods of teaching on college students' decisions to voluntarily participate in a cholesterol screening. A total of 96 students from three health classes participated in the four-lesson nutrition intervention program.
The subjects were randomly assigned to a control group and two experimental groups. One experimental group received the lecture method of instruction and completed learning activities which emphasized individual efforts. The second experimental group received the cooperative learning method of instruction and engaged in learning activities designed for small group work. The control group was also instructed by the lecture method and did individual learning tasks, but this group followed the lessons as sequenced in the textbook.
All of the students were administered a risk factor profile, a nutrition knowledge test, and a cholesterol attitudinal scale as the pretest. Immediately following the intervention, the same nutrition knowledge test and attitudinal scale were administered as the posttest. At the conclusion of the semester, a retest consisting of the nutrition knowledge test and a follow-up survey were given to determine why students did or did not decide to participate in the free cholesterol screening. The cholesterol screening was conducted by the Pennsylvania Department of Health several weeks after the nutrition unit. Chi square and one-way analysis of variance tests were used to analyze the differences between the teaching methods and students' willingness to participate in the cholesterol screening. The relationship between the students' number of risk factors and participation in a cholesterol screening was also examined by these statisticx procedures.
Based on the results of the study, it was concluded that there were no significant correlations between attitudes toward cholesterol, nutrition knowledge, or teaching method and participation in a cholesterol screening. The one statistically significant correlation found that students who had the highest number of risk factors for coronary heart disease were less likely to participate in the cholesterol screening.
This investigation added to the body of research in the area of teaching and health behavior. In addition, recommendations for future research were offered.
ORDER NO: ABA91-15880
The purpose of this study was to determine the relative effectiveness of Pitch Master and its accompanying cassette tapes in developing sightsinging skill when compared to a traditional method that takes place in college classrooms. In the study, the investigator sought to ascertain if there would be a difference between the skills of the students who used the Pitch Master system, with its continuous feedback and student control, versus the students who received traditional classroom instruction, with instructor feedback and control. Secondarily, the investigator wished to determine if use of the Pitch Master was more effective for those students initially judged more proficient or those initially judged less proficient. Finally, the investigator sought the student opinions toward the materials used in the study and the attitudes toward the two modes of instruction, Pitch Master or classroom.
The design chosen for the study was the randomized block design. The subjects were from three different institutions: a small private college, a large public university and a community college. An investigator-devised pretest/posttest was used to establish baseline ability levels and identify matched pairs of subjects. The matched pairs were then randomly assigned to experimental or control groups. For the seven and one-half weeks of the study, both experimental and control subjects had regular classroom instruction in aural skills until there were 20 minutes left in the period. At that time, the control subjects remained in class for sightsinging training and the experimental subjects had individual sightsinging sessions with Pitch Master. There were two 20-minute Pitch Master sessions per week and an equal number of classroom sessions. At the end of the treatment period, the pretest/posttest was readministered, the results of which were analyzed statistically.
The analysis of covariance between all experimental groups and all control groups yielded an F value of 5.82, a significant difference at the p $<$.05 level favoring the experimental treatment. An analysis of variance testing for interaction between treatment conditions and initial ability level yielded no significant differences.
Responses of the experimental groups to the attituteDsurvey indicated positive reactions to the Pitch Master and its accompanying tapes. Subjects felt the unique type of feedback offered by Pitch Master to be effective. Responses by the control groups to the classroom environment were also positive, indicating a degree of satisfaction with the traditional methods as well.
ORDER NO: ABA91-15494
Instructional methodology in economic education has been an area of interest for economic educators for years. While the focus of economic education centers around elementary and secondary teaching of economics, there is research on college level economic instruction, primarily on effectiveness of teaching methods and diversity of student population. Few studies evaluate college level teaches in relation to their backgrounds and methodologies actually used in the classroom.
The primary purpose of this survey was to ta3: the hypothesis that teachers teach the way they were taught. Secondary purposes included describing those methods of teaching and the exposure to and attitudes toward instructional methods courses, workshops and in-service training.
A survey research methofn s employed. The population was defined as teachers of nonprerequisite economics courses in public institutions of higher education in the state of Missouri. The departments of economics were requested to furnish lists of instructional faculty who taught non-prerequisite economics courses. A simple random sample of 59 teachers was selected. A response rate of 84.7 percent was obtained with 72.9 percent of the original sample usable.
The questionnaire was composed of four sections: (a) professional background and courses taught; (b) instructional methods currently used, (c) attitudes toward various teaching methods and materials; and (d) respondent's instructional methods training.
The analyses used included analyses of means, chi-square analyses, and multiple response analyses.
Conclusions are based on the finding that teachers of introductory economics tend to teach using the same methods by which they were taught. Few of the relationships analyzed using either chi-square or multiple response analyses were significant.
Recommendations based on this study are for further research to yield more data on college level instructors and professors of economics. This study should be modified and applied to populations drawn from different geographical regions.
ORDER NO: ABA91-15463
Observers and researchers of American higher education agree that the adoption of computers into university instruction is not widespread. Many agree that computers are capable of performing various instructional tasks, and there is an obvious need for universities to prepare their students to participate in a computerized work environment. While some university faculty members welcome and adopt the use of computers in their instructional activities, others ignore it, and some actively resist it. Personal attributes of the faculty, organizational support from the university, and computer attitudinal factors are the most frequently cited reasons that inhibit the adoption of computers. This study examined the relationship between personal attributes, organizational and attitudinal factors, and the adoption of computers in university instruction.
The research design used in this study was ex post facto. The subjects were faculty members from six state universities in Ohio, who responded to a survey questionnaire. Two hundred and fifty-seven full-time faculty members from the rank of instructor to the rank of full professor were included in the study.
The research hypotheses of the study were tested utilizing multiple linear regression models. The criterion variable in the regression models was adoption of computers for instruction; the predictor variables included measures of personal attributes, organizational support factors and attitudinal factors. Fifteen research hypotheses were examined.
Nine of the research hypotheses tested in this study were significant at the 0.05 level. The reported findings indicated that attitudinal factors comprising of personal efficacy, utility beliefs and attitude toward computers, in combination with discipline and incentives accounted for a significant amount of variance in predicting the adoption of computers for instruction. Incentives showed a negative rather than a positive relationship.
Further research is recommended that will replicate this study so as to include a sample of faculty from private universities.
ORDER NO: ABA91-15233
The purpose of the study was to clarify the influence of teachers' thought processes and beliefs upon the organizing and planning of classroom activities in community college interdisciplinary humanities courses. The study also examined how this organization and planning was affected by the instructors' educational training and background. Emphasis was placed on observation of the instructors' practices in their areas of most and least expertise.
Class sessions taught by eight instructors at two community colleges were observed and each instructor was interviewed twice to obtain the necessary data. Data analysis resulted in the following findings: (1) The instructors' educational backgrounds affected their choice of areas of most and least expertise and their process/product orientation towards the humanities. Instructors with the process approach encouraged thought processes and actions that express an appreciation of the humanities. Instructors with the product approach favored activities that stressed cultural literacy. College humanities departments also possessed particular process/product orientations. (2) The instructors' process/product orientation had the greatest affect upon their thought processes, classroom preparation and activities. (3) Although all instructors expressed the importance of the development of aesthetic sensibility in humanities students, few were able to define the concept or to identify specific activities that promoted its development. (4) Differences were noted in the number of higher level thinking skills occasioned depending both on area of expertise and on process/product orientation. (5) Differences were noted in the instructors' reliance on subject matter and/or pedagogical knowledge depending on both area of expertise and on process/product orientation.
More study was recommended into the effects of the product/process orientations and what determines their development. Recommendations were also made with regard to developing instructors' understandings of their own orientations, of the temporal arts (particularly music) and of the development of aesthetic sensibility.
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