Challenges and Opportunities for State Systems of Community Colleges: A Document Analysis

The role of community colleges in training public health professionals is of growing importance to the continuum of public health education. Some 5 years have passed since the Framing the Future initiative outlined curricular models at community colleges, and colleges deploying these models are serving as learning sites for public health education at community colleges. While past research has focused on capturing insights from community college executives and program administrators, this study captures perspectives from teaching faculty. Drawing on a national sample of teaching faculty at community colleges and universities accepting transfer students throughout the United States, an online survey of teaching faculty affiliated with public health programs was coupled with follow-up interviews. This study characterizes the nature and scope of public health programming in community colleges and transfer settings, and highlights associated challenges and opportunities as public health becomes further integrated into health professions pathways in 2-year settings and beyond.

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Document Analysis Systems for Digital Libraries: Challenges and Opportunities

Document Analysis Systems VI - Lecture Notes in Computer Science ◽

10.1007/978-3-540-28640-0_1 ◽

2004 ◽

pp. 1-16 ◽

Cited By ~ 9

Author(s):

Henry S. Baird ◽

Venugopal Govindaraju ◽

Daniel P. Lopresti

Keyword(s):

Digital Libraries ◽

Document Analysis ◽

Challenges And Opportunities

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Socializing accounting practices in governing boards: dairy co-operatives down-under

Journal of Accounting & Organizational Change ◽

10.1108/jaoc-03-2013-0022 ◽

2016 ◽

Vol 12 (1) ◽

pp. 75-102 ◽

Cited By ~ 2

Author(s):

Karen VanPeursem ◽

Kevin Old ◽

Stuart Locke

Keyword(s):

Chief Executive Officers ◽

Design Methodology ◽

Chief Executive ◽

Document Analysis ◽

Content Type ◽

Challenges And Opportunities ◽

Small Pool ◽

Executive Officers ◽

Accountability Practices ◽

The Relationship

Purpose – The purpose of this paper is to evaluate the accountability practices of the directors in New Zealand and Australian dairy co-operatives. An interpretation of their practices, which focus on the relationship between directors and their farmer-shareholders, is informed by Roberts’ (2001a) understandings of a socializing accountability. Design/methodology/approach – The fieldwork consists of interviews with 23 directors, including all chief executive officers and chairmen, of six dairy co-operatives together with observations and document analysis. These co-operatives together comprise a significant portion of the regional dairy industry. The methodology draws from Eisenhardt’s (1989) qualitative approach to theory formation. Findings – The authors find that these directors engage in a discourse-based, community-grounded and egalitarian form of socializing accountability. As such, their practices adhere generally to Roberts (2001a) hopes for a more considerate and humble relationship between an accountor and an accountee. Social implications – Findings add to the small pool of research on the lived experiences of co-operative boards and to a parsimonious literature in socializing accountability practices. The contributions of the study are in advancing real understandings of alternative forms of accountability, in evaluating the conditions in which these alternatives may be likely to arise and in anticipating the challenges and opportunities that arise therefrom. Originality/value – The originality of the project arises from accessing the views of these industry leaders and, through their frank expressions, coming to understand how they achieve a form of a socializing accountability in their relationships with farmer-shareholders.

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TPACK FRAMEWORK: CHALLENGES AND OPPORTUNITIES IN EFL CLASSROOMS

Research and Innovation in Language Learning ◽

10.33603/rill.v3i1.2763 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Lita Liviani Taopan

Keyword(s):

Technology Integration ◽

Content Knowledge ◽

Curriculum And Instruction ◽

Document Analysis ◽

Structured Interview ◽

English Teacher ◽

Teaching English ◽

Dynamic Framework ◽

Internet Connection ◽

Challenges And Opportunities

Technological pedagogical and content knowledge (TPACK) is a dynamic framework for defining teachers' knowledge. This framework is needed for designing, implementing, and evaluating curriculum and instruction with technology. TPACK framework was firstly developed by Shulman (1986) and then expanded by Mishra & Koehler (2006) by adding the technology element. The purpose of this inquiry is to explore and retell the story of an English teacher using the TPACK framework for teaching English. More specifically, the study is intended to know the challenges and the opportunities in using the TPACK framework in teaching English. A narrative inquiry with the thematic analysis used for analyzing the data. To collect the data, the researcher used a semi-structured interview, observation, and document analysis. The participant was an experienced English Teacher in a high school in Indonesia. The study revealed that technology integration in teaching English is quite complicated. The teacher deals with challenges like IT literate, internet connection, and lack of ideas to create meaningful tasks using technology. Otherwise, technology integration offers some opportunities such as a pleasant and flexible classroom, motivate students and teacher to improve themselves and various opportunities to develop the multimodal product. This finding is a useful input related to the EFL research on technology integration.

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Faculty Development in Community Colleges: Challenges and Opportunities in Teaching the Teachers

Brock Education Journal ◽

10.26522/brocked.v20i1.144 ◽

2010 ◽

Vol 20 (1) ◽

Author(s):

Loretta Howard ◽

Nancy Taber

Keyword(s):

Community College ◽

Community Colleges ◽

Faculty Development ◽

Qualitative Inquiry ◽

College Faculty ◽

Adult Educators ◽

Research Project ◽

Challenges And Opportunities ◽

College Leaders ◽

Development Literature

This article stems from a qualitative inquiry research project that examined the significant experiences of adult educators. For this article we explore the experiences of our faculty educator participants working within the community college context and examine the ways in which their practice connects to faculty development literature. Key insights gleaned from this research highlight both challenges and opportunities that college faculty developers face today. Our findings call for community college leaders and teachers to more effectively explore the ways in which personal, professional, and institutional epistemologies interact in order to better support learning.Keywords: faculty development, qualitative inquiry, community college.

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