Ethics of Teaching: Beliefs and Behaviors of Community College Faculty Page: 56
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DISSCUSSION AND CONCLUSIONS
Data from this study can be compared to psychologists
studied ten years ago in the Tabachnick study (et. al, 1991).
Additionally, new research with graduate students has been
developed and published since this survey, and will offer
further comparison and enhance the conclusions made.
To understand the conclusions set out in this chapter, it
is essential to have three terms defined: Universal Behaviors,
Controversial Behaviors, and Rare Behaviors. Universal
behaviors, using the determination in the Tabachnick study as a
guide, refers to those actions that at least 90% of respondents
indicate they have engaged in at some point. This category,
then, covers responses, "not very often," "sometimes," "often,"
and "always." Controversial behaviors refer to those actions
that received ratings diversely distributed across the scale by
the participant population (SD>1.25). Rare behaviors are those
actions that were engaged in "not very often" or "never" by a
total of 90% or more respondents.
Relationship Between Belief and Behaviors
Both the community college faculty in this study and
psychologists show congruence between what respondents report as
ethical beliefs and report as teaching practice (51 out of 62,
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Scales, Renay Ford. Ethics of Teaching: Beliefs and Behaviors of Community College Faculty, dissertation, August 2002; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc3212/m1/62/: accessed May 26, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .